Biology Frame Introduc on - Lee...Schleiden – concluded all plants are made of cells Non-science...

Biology Frame Introduc�on

The Biology Frame Project includes Standards Based Instruc�onal Frames for each of the standards

iden�fied on the Florida End of Course Exam in Biology. These Instruc�onal Frames were designed using the

Framing Rou�ne, developed by Ed Ellis. Frames are communica�on devices that show the organiza�on or

structure of informa�on, as well as the rela�onship between pieces of informa�on. The Framing Rou�ne

focuses on how teachers can help students develop a more thorough understanding of informa�on

associated with key topics and main ideas.

The Biology Frames can be used in many ways. Some instructors using the Framing Rou�ne in their

classrooms with students, will already have the model frame completed for their use in guiding student

discussion and comple�on of individual frames. They can be used as devices for review and are helpful

when students need to catch up on missed concepts. They are helpful study guides, allowing students to fo-

cus on essen�al informa�on and the rela�onships that exist between main ideas and details. In addi�on,

Frames are a helpful tool to differen�ate instruc�on among students. Frames allow teachers to engage in

standards based instruc�on with a diverse group of students in a rou�ne and concrete manner.

Teachers seeking training in the Framing Rou�ne or other Strategic Instruc�onal Model (SIM)

strategies are encouraged to contact the FDLRS Island Coast Center at 337-8363.

Nature of Science Key Topic: SC.912.N.1.1 Complexity: High

Define a problem based on a specific body of knowledge for example: biology, chemistry, physics, and earth/space science and do the following: (DOK High) (1) pose ques-

�ons about the natural world, (2) conduct systemic observa�ons, (3) examine books and other sources of informa�on to see what is already known (4) review what is known

in light of empirical evidence, (5) plan inves�ga�ons, (6) use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems,

and also the genera�on and interpreta�on of graphical representa�ons of data, including data tables and graphs), (7) pose answers, explana�ons, or descrip�ons of events,

(8) generate explana�ons that explicate or describe natural phenomena (inferences), (9) use appropriate evidence and reasoning to jus�fy these explana�ons to others, (10)

communicate results of scien�fic inves�ga�ons, and (11) evaluate the merits of the explana�ons produced by others.

IS ABOUT…..scien�fic inves�ga�ons begin with observa�on(s), the act of no�cing and describing events or processes in a careful and orderly way, asking ques�ons, making

inferences and forming hypotheses, conduc�ng controlled experiments, collec�ng and analyzing data, and drawing conclusions.

Main Idea

Basic Process Skills

Main Idea

Conduc�ng an Experiment

Main Idea

Organizing Informa�on

Main Idea

Text Features

• Observing

• Inferring

• Predic�ng

• Classifying

• Using Models

• Research

• Start with Ques�ons or Problems

• Develop a Hypothesis

• Design an Experiment

• Controlling Variables

• Interpre�ng Data

• Drawing Conclusions

• Jus�fy explana�ons

• Communicate results

• Flowcharts

• Concept Maps

• Compare/Contrast Tables

• Venn Diagram

• Cycle Diagram

• Data Tables

• Bar Graphs

• Line Graphs

• Circle Graphs

• Reading Diagrams

• Cross Sec�ons

• Longitudinal Sec�ons

Main Idea

Microscopes/Telescopes

Main Idea

Measurement Systems

Main Idea

Technology and Design

Iden�fy a Need

Main Idea

Math Skills

Formulas and Equa�ons

• Compound Light

• Scanning Electron

• Transmission Electron

• Op�cal Telescopes

• Radio Telescopes

• Length (meters)

• Volume (liters)

• Mass (kilograms)

• Temperature (C/F/K)

• Research the Problem

• Design a Solu�on

• Build and Evaluate a Prototype

• Troubleshoot and Redesign

• Communicate the Solu�on

So What? (What’s important to understand about this?)

The goals of science are to observe and understand the natural world through scien�fic methodology (Cite evidence to support the categories above).

Results from scien�fic inquiry coupled with tools (technological advances) tend to fuel further advancements.

• Mean, Median, Mode

• Es�ma�on

• Accuracy and Precision

• Significant Figures

Cell Theory Key Topic: SC.912.L.14.1 Complexity: Moderate

Describe the scien�fic theory of cells (cell theory) and relate the history of its discovery to the process of science.

IS ABOUT…..a fundamental concept of biology which states: (1) all living things are made up of cells, (2) cells are the basic unit of structure and func�on in living things, and

(3) new cells are produced from living cells.

Main Idea

Discovery

Main Idea

Cell Theory

Main Idea

Scien�fic Thought

Main Idea

Scien�fic Contributors

Early Microscopes: Developed in the

1500’s in Europe.

All living things are made of cells. Theory – a well-tested explana�on

that unifies a broad range of

observa�ons and hypotheses, and

enable scien�sts to make accurate

predic�ons about new situa�ons.

Van Leeuwenhoek – discovered bacte-

ria

Cells: Discovered and named by

Hooke.

Basic unit of structure and func�on. Scien�fic Law – a statement about

what happens in nature and that

seems to be true all the �me.

Hooke – discovered and named cells

Modern Microscopes: Compound

Light, Scanning Electron, Transmission

Electron

New cells come from exis�ng cells. Science – based upon provable,

reproducible theories or facts.

Schleiden – concluded all plants are

made of cells

Non-science – not based upon

provable, reproducible theories

or facts

Schwann – followed Schleiden one year

later, concluded all animals are made of

cells

Pseudoscience – based upon a set

of ideas put forth as scien�fic when

they are not scien�fic.

Virchow – concluded that new cells are

only produced from the division of ex-

is�ng cells


Results from scien�fic inquiry coupled with tools (technological advances in microscopy equipment and techniques) tend to fuel further advancements and refinement

of the Cell Theory.

Cells: Prokaryotes/Eukaryotes, Plants/Animals Key Topic: SC.912.L.14.3 Complexity: Moderate

Compare and contrast the general structures of prokaryo�c and eukaryo�c cells. Compare and contrast the general structure of plant and animal cells.

IS ABOUT…..How prokaryo�c and eukaryo�c cells and how plant and animal cells are similar or different.

All TYPES OF CELLS HAVE: Ribosomes, Gene�c Material, Cytoplasm, Cell (Plasma) Membrane, Microfilaments; and CAN BE: Autotroph or Heterotroph.

*This includes just the basics of cell structure. See SC.912.L.14.2 for Structure & Func�on.

Main Idea

Prokaryotes

Main Idea

Eukaryotes

Main Idea

Plant (Diagram - structure &func�on)

Main Idea

Animals (Diagram - structure & func�on)

Examples: Examples: • Cell Wall • Centrioles

• Archaebacteria • Plant • Central Vacuole • Lysosome

• Eubacteria • Animal • Chloroplast • No Chloroplast or cell wall

Characteris�cs: • Pro�st (see SC.912.L.15.6) • Regular “square” shape • Asymmetrical

• No Nucleus • Fungi (see SC.912.L. 15.6)

• No Membrane BOUND

organelles Characteris�cs:

• Cell Wall • Nucleus

• Plasmids • Membrane BOUND organelles

• Circular DNA • Can have Cell Wall

• Smaller Unicellular • Linear DNA (Chromosomes)

• Bigger Uni- or Mul�celllular


Plant and animal cells contain many of the same organelles, while other organelles are unique to either plant cells or animal cells.

There are two broad groups of cell types: Prokaryo�c and Eukaryo�c.

Cells: Structure & Func�on Key Topic: SC.912.L.14.2 Complexity: Moderate

Relate structure and func�on for the components of the plant and animal cells. Explain the role of cell membranes as a highly selec�ve barrier (passive and ac�ve transport).

IS ABOUT….. How a cell func�ons on a daily basis.

Main Idea

Cellular Control Center

Main Idea

Organelles That Store

Main Idea

Organelles That Clean-Up

Main Idea

Organelles that Support

• Nucleus • Cytoskeleton

• Chroma�n • Vacuoles • Lysosomes • Centrioles

• Chromosomes • Microtubules

• Plasmid • Microfilaments

Main Idea

Organelles That

Build and Process

Main Idea

Organelles That

Capture and Release Energy

Main Idea

Cellular Boundaries

Main Idea

Mo�lity

• Ribosomes

• Rough Endoplasmic Re�culum • Chloroplasts • Cell Wall • Flagella

• Smooth Endoplasmic Re�culum • Mitochondria • Nuclear Envelope • Cilia

• Golgi Apparatus • Cell Membrane

• Nucleolus

Main Idea

EXTRA FEATURES

Main Idea

Passive Transport

Main Idea

Ac�ve Transport • Ac�ve Transport

So What? (What’s important to understand about this?) The organelles and their func�ons. Cells maintain homeostasis using passive and ac�ve transport across the selec-

�vely permeable cell (plasma) membrane. Cells must maintain homeostasis in all types of solu�ons, including isotonic, hypotonic, and hypertonic. Large molecules are

moved into and out of the cell using endocytosis and exocytosis.

• Sodium-Potassium Pump

• Receptor-Mediated endocytosis

• Pinocytosis

• Endocytosis

• Facilitated Diffusion • Exocytosis

• Cytoplasm • Diffusion • Bulk Transport

• Phagocytosis

Cells: Structure & Func�on

STRUCTURE FUNCTION PROKARYOTE EUKARYOTE Animal

EUKARYOTE Plant

Cellular Control Center

Nucleus Contains DNA Prokaryote DNA is found in

cytoplasm

Present Present

Chroma�n Allows for replica�on of DNA and

helps with chromosome for-

ma�on.

Present Present

Chromosomes Pass on replicated DNA Present Present

Plasmid Small circular DNA (foreign) Present

Vacuoles Stores water, Digests waste ma-

terial

Present

(diges�on, waste

disposal, protec-

�on and storage)

Present

(water balance,

storage, cell growth,

and protec�on)

Lysosomes Break down and recycle macro-

molecules

Present Present

Cytoskeleton Maintains cell shape; moves cell

parts; helps cells move.

Prokaryo�c cells have protein

filaments similar to ac�n and

tubulin.

Present Present

Centrioles Organize cell division Present

Microtubules Support the shape and routes

which organelles can move.

Present Present Present

Microfilaments Single-stranded fiber that main-

tains the structural integrity of

the cell.


Organelles That Build and

Process

Ribosomes Synthesize proteins Present Present

Rough Endoplasmic

Re�culum

Assembles proteins Present Present

Smooth Endoplasmic

Re�culum

Synthesize lipids and detoxify

drugs and poisons

Present Present

Golgi Apparatus Modifies, sorts, and packages

proteins and lipids for storage or

transport out of the cell

Present Present

Nucleolus Synthesize ribosomes Present Present

Organelles That Store, Clean-

Up, and Support

STRUCTURE FUNCTION PROKARYOTE EUKARYOTE Animal

EUKARYOTE Plant

Organelles That Capture and

Release Energy

Chloroplasts Convert solar energy to chemical

energy stored in food.

In some prokaryo�c cells,

photosynthesis occurs in as-

socia�on with internal photo-

synthe�c membranes.

Present

Mitochondria Convert chemical energy in food

to usable compounds.

Prokaryotes carry out these

reac�ons in the cytoplasm

rather than in specialized

organelles.

Present Present

Cellular Boundaries

Cell Wall Shapes, supports, and protects

the cell

Present Present

Nuclear Envelope Shapes, supports, and protects

the nucleus

Present Present

Cell Membrane Regulates materials entering and

leaving cell; protects and sup-

ports cells


Mobility

Flagella Allow for cell movement (tail) Present Present

Cilia Aid in locomo�on and feeding by

sweeping

Present Present

EXTRA FEATURES Cytoplasm Site for chemical reac�ons and

placement of internal structures


Cells: Structure & Func�on

Main Idea

Plant Tissues

Main Idea

Plant Organs

Main Idea

Plant Structures

Main Idea

Physiological Processes

• Meristema�c • Roots • Roots: root hairs, root cap • Photosynthesis

• Dermal • Stems • Stems: phloem, xylem • Cellular respira�on

• Ground • Leaves • Leaves: guard cells, stomata • Transpira�on

• Vascular • Flowers • Flowers: • Growth

• Cones • pis�l

• ovary

• petals

• sperm

• s�gma

• Fruits: seed

• Cones: cambium


The four types of plant �ssues are found within numerous plant organs and throughout plant structures.

The different arrangement of each �ssue in an organ or structure assists the plant in growing, reproducing, cycling of water through transpira�on and cycling of maQer

and flow of energy through photosynthesis and cellular respira�on.

• style

• anther

• filament

• sepal

• egg

• Fruits • stamen • Reproduc�on

Plant Organs and Tissues Key Topic: SC.912.L.14.7 Complexity: Moderate

Relate the structure of each of the major plant organs and �ssues to physiological processes.

IS ABOUT….. organs such as roots, stems, leaves, flowers, etc. are comprised of meristema�c, dermal, ground and vascular �ssues that help plants undergo the processes of

photosynthesis, cellular respira�on, transpira�on, growth, and reproduc�on.

Main Idea

Regions

Main Idea

Lobes

• Cerebrum • Frontal

• Medulla oblongata • Parietal

• Hypothalamus • Occipital

• Brain stem • Temporal

• Pons


The brain and the spinal cord make up the central nervous system.

Parts of the Brain Key Topic: SC.912.L.14.26 Complexity: Low

Iden�fy the major parts of the brain on diagrams or models.

IS ABOUT….. Labeling the parts of the brain on a diagram.

Cardiovascular System Key Topic: SC.912.L.14.36 Complexity: Moderate Describe the factors affec�ng blood flow through the cardiovascular system.

IS ABOUT…..the circulatory system transports blood to deliver important substances, such as oxygen, to cells and to remove wastes, such as carbon dioxide.

Main Idea

Blood Pressure

Main Idea

Blood Volume

Main Idea

Resistance

Main Idea

Viscosity

• The total amount of blood in the

body.

• 4 liters for females

• 5 liters for males

The ability of the system to dilate or con-

strict in response to the changes in pres-

sure and volume.

The resistance of a liquid, related to its thickness,

to flow under stress or pressure. The greater the

viscosity, the greater the amount of pressure re-

quired to pump a fluid.

Main Idea

Disease

Main Idea

Exercise

Main Idea

Blood Flows (start and end at lungs)

• High Blood Pressure • Aerobic exercise is physical exercise that intends to improve the blood flow

through the cardiovascular system.

• Artery

• Atherosclerosis • Arteriole

• Stroke • The contrac�on of major muscle groups must be repeated oSen enough to

elevate the heart rate to a target level determined during tes�ng enabling

efficient oxygen input and carbon dioxide output.

• Capillary

• High Cholesterol • Venule

• Vein

• Ini�ally, the increase in blood pressure and volume, if sustained, will lead to

effec�ve muscle movement and increased blood flow. Aerobic exercise is

beneficial because the system works more efficiently at taking in oxygen and

releasing carbon dioxide and decreases blood pressure leading to beQer over-

all health.


Plasma is about 90% water and 10% dissolved gases, salts, nutrients, enzymes, hormones, waste products, plasma proteins, and cholesterol.

As blood flows through the circulatory system, it moves through three types of blood vessels—arteries, capillaries, and veins.

Blood cloWng is made possible by plasma proteins and cell fragments called platelets.

Three common and serious diseases of the circulatory system are heart disease, stroke, and high blood pressure.

Research indicates that high cholesterol levels, along with other risk factors, lead to atherosclerosis and higher risk of heart aQack.

The factors that affect blood flow through the cardiovascular system: blood pressure, blood volume, resistance, disease and exercise.

How these factors affect blood flow.

Addi�onal resources: hQp://www.winona.edu/biology/adam_ip/misc/assignmenYiles/cardiovascular/Fact_Aff_Blood_Pressure.pdf

• The amount of pressure exert-

ed against the vessel walls by

blood.

• Normal: 120(systolic)/80

(diastolic)

Human Immune System Key Topic: SC.912.L.14.52 Complexity: Moderate

Explain the basic func�on of the human immune system, including specific and nonspecific immune response, vaccines and an�bio�cs.

Also assesses: SC.912.L.14.6 Complexity: High

Explain the significance of gene�c factors, environmental factors, and pathogenic agents to health from the perspec�ves of both individual and public health.

IS ABOUT…..The immune system protects the body against pathogens like bacteria and viruses that cause disease.

Main Idea

Nonspecific immunity

Main Idea

Nonspecific response to

invasion

Main Idea

Cells of the Immune System

Main Idea

Specific Immunity

• Defenses you are born with that are

not aimed at a specific pathogen.

• Skin barriers: 1st

line of defense,

helps protect against invasion of mi-

croorganisms.

• Chemical barriers:

• Lysozyme: (saliva, tears, nasal

secre�ons ) breaks down bacteri-

al cell walls and kills pathogens.

• Mucus: blocks bacteria

• Hydrochloric Acid: (stomach) kills

microorganisms

• How the body responds to pathogens

that get beyond barriers.

• Cellular defense: phagocytosis.

• Interferon: protein that helps prevent

viral replica�on of cells.

• Inflammatory response: chemical

response that aids in the accumula-

�on of white blood cells.

• Neutrophils: blood cells that ingest bac-

teria.

• Macrophages: blood cells that ingest

bacteria and remove neutrophils and

other debris.

• Lymphocytes: blood cells that produce

an�bodies and other chemicals.

• 2nd

line of defense, when path-

ogens get past nonspecific re-

sponse.

• Involves �ssues and organs.

Main Idea

Lympha�c System

Main Idea

Vaccines

Main Idea

An�bodies

Main Idea

Gene�c Disorders

• Organs and cells that filter lymph and

blood, destroys microorganisms and

absorbs fat.

• B Cell: produces an�bodies

• T Cell: AQacks and destroys patho-

gens

• Deliberate exposure of the body to an

an�gen.

• Common vaccines: DBT, Polio, MMR,

Varicella, HIB, HBV

• An�bodies made by other people or

animals injected or transferred into the

body.

• Examples: penicillin, azithromycin,

cephalexin

• Can be environmentally influenced

as well.

• Immune deficiency (ex: HIV and

AIDS)

• Degenera�ve diseases (ex: Arthri-

�s)

• Metabolic (ex: Type 2 diabetes)

• Autoimmunity (ex: Rheuma�c fe-

ver)

• Cancer

• Allergies


The immune system aQempts to protect the body from contrac�ng an infec�on through pathogens. Some immune disorders can be gene�c and environmental. Patho-

gens that cause infec�ons are dispersed by people, other animals, and objects. The immune system has two main components: nonspecific and specific immunity.

Theory of Evolu�on Key Topic: SC.912.L.15.1 Complexity: High

Explain how the scien�fic theory of evolu�on is supported by the fossil record, compara�ve anatomy, compara�ve embryology, biogeography, molecular biology, and ob-

served evolu�onary change

Also Assesses:

SC.912.L.15.10—Iden�fy basic trends in hominid evolu�on from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manu-

facture of tools.

SC.912.N.1.3— Recognize that the strength or usefulness of a scien�fic claim is evaluated through scien�fic argumenta�on, which depends on cri�cal and logical thinking, and

the ac�ve considera�on of alterna�ve scien�fic explana�ons to explain the data presented.

SC.912.N.1.4— Iden�fy sources of informa�on, and assess their reliability according to the strict standards of scien�fic inves�ga�on.

SC.912.N.1.6— Describe how scien�fic inferences are drawn from scien�fic observa�ons, and provide examples from the content being studied.

SC.912.N.2.1— Iden�fy what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).

SC.912.N.3.1— Explain that a scien�fic theory is the culmina�on of many scien�fic inves�ga�ons drawing together all the current evidence concerning a substan�al range of

phenomena; thus, a scien�fic theory represents the most powerful explana�on scien�sts have to offer.

SC.912.N.3.4— Recognize that theories do not become laws, nor do laws become theories; theories are well-supported explana�ons, and laws are well-supported descrip-

�ons.

IS ABOUT…..

Fossils provide key evidence for understanding the origin and the history of life on Earth.

The theory of evolu�on is supported by natural selec�on and explains the diversity of life, and that it is con�nually being refined as scien�sts learn new informa�on.

Evolu�onary change in a group of small, tree-living mammals eventually led to a diversity of species that includes modern humans (Hominid)

Science is the study of the natural world and is rooted in scien�fic inquiry.

Main Idea

Fossil Record

Main Idea

Compara�ve Anatomy

Main Idea

Compara�ve Embryology

Main Idea

Compara�ve Biochemistry

• Trace fossil • Homologous structures • DNA, RNA, the gene�c code, and

protein synthesis are similar in all

organisms.

• Cytochrome C, an enzyme that is

essen�al for respira�on.

• Amino acids

• Molds and cast • Ves�gial structures

• Replacement • Analogous structures

• Petrified or permineralized

• Amber

• Original material

• Rela�ve da�ng

• Law of superposi�on

• Radiometric da�ng

• Vertebrate embryos show evolu�on-

ary rela�onships.

• Homologous structure during cer-

tain phases of development.

• All vertebrate have tail and pharyn-

geal pouches.

Theory of Evolu�on

Main Idea

Geographic Distribu�on

Main Idea

Characteris�cs of Primates

Main Idea

Primate Groups

Main Idea

Genus Homo

• PaQerns of migra�on • Manual dexterity • Strepsirrhines • Bigger brain

• Climate • Senses • Haplorines • Lighter skeletons

• Plate tectonics • Locomo�on • New World monkeys • Tool use

• Complex brains and behaviors • Old World monkeys

• Reproduc�ve rate • Apes which includes Hominis

Main Idea

Scien�fic Thought

Main Idea

Scien�sts

Science* vs. not science: • Darwin

*Law well-supported descrip�ons • Lyell

*Theory well-supported explana�ons • Malthus

*Evidence based • Mendel

*Cri�cal and logical thinking • Wallace

*Mathema�cal and experimental

techniques

• Gould

• Lamarck

• HuQon


Fossils provide evidence of the past

Homologous and ves�gial structures indicate shared ancestry.

Examples of embryological and biochemical traits provide insight into the evolu�on of species.

All primates share certain anatomical and behavioral characteris�cs.

Primates include lemurs, New World monkeys, Old World monkeys, apes and humans.

Science is a process based on inquiry that develops explana�ons and scien�sts use specific methods when conduc�ng research.

• Slowly developed language and

culture

Domains and Kingdoms Key Topic: SC.912.L.15.6 Complexity: Moderate

Discuss dis�nguishing characteris�cs of the domains and kingdoms of living organisms.

IS ABOUT…..how organisms are classified into domains according to cell type and structure, and into kingdoms according to cell type, structure, and nutri�on.

Main Idea

Hierarchical Classifica�on

Main Idea

Domains

Main Idea

Kingdoms

Main Idea

Other Taxonomic Categories

Biologists use a system of classifica�on

to organize informa�on about the di-

versity of living things.

There are three Domains:

• Archaea

• Bacteria

• Eukarya

Classified according to:

• cell type

• structure

There are six Kingdoms:

• Eubacteria

• Archaebacteria

• Pro�sta

• Fungi

• Plantae

• Animalia

Classified according to:

• cell type

• structure

• nutri�on

• Phylum – contains related Classes

• Class – contains related Orders

• Order – contains related Families

• Family – contains related Genuses

• Genus – a group of species that are

closely related

• Species

Aristotle developed the first system

based upon plants or animals; further

subdivided those two categories.

Linnaeus broadened Aristotle’s system:

• formalized it into a “scien�fic sys-

tem,”

• first formal taxonomic system, re-

sponsible for “binominal nomencla-

ture”.

Determining Species (Modern Classifi-

ca�on):

• Typological – determina�on by

comparison of physical characteris-

�cs.

• Biological – determined by similar

characteris�cs and the ability to

interbreed and produce fer�le off-

spring.

• Phylogene�c – determined by

evolu�onary history.

Domains and Kingdoms

Classifica�on - the assignment of organisms to groups within domains, kingdoms and other taxonomic categories.

Taxonomy - the science of describing, naming, and classifying organisms.

Binominal Nomenclature - a method of naming organisms, coming from La�n roots, which gives each species a scien�fic name with two parts. The first part is the genus

name, and the second part is the specific epithet, or specific name, that iden�fies the species.

Taxon – a named group of organisms.

Phylogeny – the evolu�onary history of a species.

Ontogeny - the origin and the development of an organism.

Characters – to classify a species, scien�sts oSen construct paQerns of descent, or phylogenies.

Cladis�cs - is an approach to biological classifica�on in which items are grouped together based on whether or not they have one or more shared unique characteris�cs that

come from the group's last common ancestor and are not present in more distant ancestors. Therefore, members of the same group are thought to share a common history

and are considered to be more closely related.

Cladogram – a branching diagram that represents the proposed phylogeny or evolu�onary history of a species or group.

Corresponding – being similar or equivalent in character, quan�ty, origin, structure, or func�on.

Dichotomous key – key based on a series of choices between alternate characteris�cs.


Organisms can/have been classified typologically, biologically, or phylogenically.

Current classifica�on is predicated upon evolu�onary progression and extant evolu�onary theories.

Classifica�on systems have evolved from topological to biological to phylogenical in step with scien�fic advancements (technological and theore�cal).

Discovery of more and more organisms has driven the need for more complex classifica�on systems.

Classifica�on systems are “logically” driven through scien�fic inquiry.

Addi�onal resources: hQp://www.docstoc.com/docs/107926697/classifica�on-of-living-things-table

Main Idea

Vocabulary

Origin of Life on Earth Key Topic: SC.912.L.15.8 Complexity: Moderate

Describe the scien�fic explana�on of the origin of life on Earth

Also Assesses:

SC.912.N.1.3 - Recognize that the strength or usefulness of a scien�fic claim is evaluated through scien�fic argumenta�on, which depends on cri�cal and logical thinking, and

the ac�ve considera�on of alterna�ve scien�fic explana�ons to explain the data presented.

SC.912.N.1.4 - Iden�fy sources of informa�on, and assess their reliability according to the strict standards of scien�fic inves�ga�on.

SC.912.N.2.1 - Iden�fy what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).

IS ABOUT…..how events leading to the origin of life have evolved con�nuously since that �me.

Main Idea

Early Ideas

Main Idea

Cellular Evolu�on • Redi

• Spontaneous genera�on:

• Life from non-life.

• Pasteur

• Theory of Biogenesis:

• Living organisms can produce other living organisms.

• Oparin/Haldene

• Primordial Soup Theory:

• Organic compounds could be made from the reac�ons of

gases in the early oceans.

• No oxygen was present in the early atmosphere.

• The first cells were prokaryo�c.

• Once oxygen was present in the atmosphere, photosynthe�c prokaryo�c

cells developed.

• This led to eukaryo�c cells

Main Idea

Modern Ideas

Main Idea

Scien�fic Thought

• Miller/Urey

• Simple organic compounds can be made from

inorganic compounds.

• Margulis

• Eukaryo�c cells ingested prokaryo�c cells

and developed a symbio�c rela�onship.

• Scien�sts believe this is the origin of the

chloroplast and mitochondria.

• Science

• Non Science

• Pseudo science • Endosymbio�c Theory

• (see Margulis)


Evidence (as stated above) indicates that a sequence of chemical events preceded the origin of life on Earth and that life has evolved con�nuously since that �me.

Addi�onal resources: hQp://www.biology.iupui.edu/biocourses/N100/2k2endosymb.html

Main Idea

Endosymbio�c Theory

Natural Selec�on Key Topic: SC.912.L.15.13 Complexity: Moderate

Describe the condi�ons required for natural selec�on, including: overproduc�on of offspring, inherited varia�on, and the struggle to survive, which result in differen�al re-

produc�ve success.

IS ABOUT…..how natural selec�on occurs in any situa�on in which more individuals are born than can survive (the struggle for existence), there is natural heritable varia�on

(varia�on and adapta�on), and there is variable fitness among individuals (survival of the fiQest).

Main Idea

Darwin’s Voyage of Discovery

Main Idea

Ideas that Shaped Darwin’s Thinking

Main Idea

Evolu�onary Change

• Epic Journey

• Developed scien�fic theory of Natural Selec-

�on based upon observa�ons while aboard the

Beagle.

• No�ced three paQerns of biodiversity:

• Species vary globally

• Species vary locally

• Species vary over �me

• Natural Selec�on – process by which organisms that

are most suited to their environment survive and

reproduce most successfully (overproduc�on of off-

spring); also called survival of the fiQest.

• Gene�c Dri; – random change in an allele frequency

caused by a series of chance occurrences that causes

an allele to become more or less common in a popu-

la�on.

• Gene Flow - the movement of genes from different

popula�ons of species. Muta�on – change in the

gene�c material of a cell.

• Gene�c Recombina�on - The process of forming

new allelic combina�on in offspring by exchanges

between gene�c materials (as exchange of DNA se-

quences between chromosomes).

• Nonrandom Ma�ng – ma�ng that has not occurred

due to chance, and therefore has had human inter-

ference.


Results from scien�fic inquiry coupled with tools (technological advances in microscopy equipment and techniques) tend to fuel further advancements and refinement of

the Cell Theory.

• Processes that changed the Earth in the past are

the same processes that operate in the present.

• Organisms can change during their life�mes by

selec�vely using or not using various parts of their

bodies.

• Also suggested that individuals could pass

these acquired traits on to their offspring,

enabling species to change over �me.

• If human popula�ons grew unchecked, there

wouldn’t be enough living space and food for

everyone.

Mendel’s Laws Key Topic: SC.912.L.16.1 Complexity: High

Use Mendel’s Law of Segrega�on and Independent Assortment to analyze paQerns of inheritance

Also assesses: SC.912.L.16.2 Complexity: Moderate

Discuss observed inheritance paQerns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and mul�ple alleles.

IS ABOUT…..some traits are inherited through complex inheritance paQerns that may or may not follow Mendel’s Laws. Pedigrees and PunneQ Squares are tools to help ana-

lyze paQerns of inheritance.

Main Idea

Mendel’s Laws

Main Idea

Dominant Pa<erns of

Inheritance

Main Idea

Recessive Pa<erns of

Inheritance

Main Idea

Sex-linked Traits

• Law of Segrega�on: Two alleles for

each trait separate during meiosis.

• Law of Independent Assortment:

Random distribu�on of alleles oc-

curs during gamete forma�on.

• Have the trait IF two dominant alleles

are inherited OR one dominant allele

is inherited (BB or Bb).

• Gene�c disorder examples: Hun�ng-

ton’s Disease and Achondroplasia.

• Have the trait ONLY IF two recessive

alleles are inherited (bb).

• Gene�c disorder examples: Cys�c

Fibrosis, Albinism, and Tay-Sachs dis-

ease.

• Traits controlled by genes located

on the X chromosome.

• Seen more oSen in boys (XY) girls

have to get the gene twice for it to

be seen (XX).

• Gene�c disorder examples: Red-

green color blindness and hemo-

philia.

Main Idea

Polygenic Traits

Main Idea

Mul�ple Alleles

Main Idea

Complex Pa<erns of

Inheritance

Main Idea

Analysis Tools

• Some forms of inheritance are deter-

mined by more than two alleles.

• Examples: ABO blood groups in hu-

mans and coat color of rabbits.

• Do not follow inheritance paQerns

described by Mendel.

• Incomplete dominance: trait is a

blend of the alleles (red + white =

pink).

• Codominance: Both alleles are shown

(red + white = white with red spots).

• Pedigrees: Illustrates the paQern

of a dominant disorder within a

family.

• Punne< Square: Analyzes the

probability of offspring having a

certain trait.


Gene�c disorders and traits can be caused by dominant or recessive alleles.

Gene�c disorders and traits can be inherited from mul�ple alleles and genes.

According to Mendel , alleles separate independently of one another during gamete forma�on.

Complex characters are not inherited in Mendelian fashion.

Human inheritance does not always follow Mendel’s Laws.

Gene�cists can use tools such as pedigrees and PunneQ Squares to determine paQerns of inheritance.

• Mul�ple genes determine trait.

• Examples: skin color, eye color, and

fingerprints.

DNA Replica�on Key Topic: SC.912.L.16.3 Complexity: High

Describe the basic process of DNA replica�on and how it relates to the transmission and conserva�on of the gene�c informa�on.

Also Assesses:

SC.912.L.16.4 - Explain how muta�ons in the DNA sequence may or may not result in phenotypic change. Explain how muta�ons in gametes may result in phenotypic changes

in offspring.

SC.912.L.16.5 - Explain the basic processes of transcrip�on and transla�on and how they result in the expression of genes.

SC.912.L.16.9 - Explain how and why the gene�c code is universal and is common to almost all organisms.

IS ABOUT…..

Deoxyribonucleic acid (DNA) is the gene�c material that contains a code for proteins.

DNA replicates by making a strand that is complementary to each original strand.

Gene expression is regulated by the cell, and muta�ons can affect this expression.

DNA codes for Ribonucleic acid (RNA), which guides protein synthesis

Main Idea

DNA Replica�on Process

Main Idea

Transmission

Main Idea

Conserva�on of Gene�c

Informa�on

Main Idea

Gene�c Code

• DNA helicase

• RNA primase

• RNA primer

• DNA polymerase

• DNA Nucleo�des: A-T, C-G

• Lagging strand

• Okazaki fragments

• Telomeres

• Semiconserva�ve

• Transcrip�on

• Transla�on

• Prokaryo�c DNA Replica�on:

• Begins from a single point

• Proceeds in both direc�ons

• Eukaryo�c DNA Replica�on:

• Begins at mul�ple points

• Proceeds in both direc�ons

• Only 20 amino acids

• 64 base codons

• AUG

• UGG

Main Idea

Transcrip�on

Main Idea

Transla�on

Main Idea

Muta�ons

• Segments of DNA serve as templates

• Complementary RNA Molecules

• RNA polymerase

• Promoters

• Introns

• exons

• mRNA

• RNA-cap, RNA-tail

• Ribosomes use the sequence of codons in mRNA

• Assemble amino acids

• mRNA

• tRNA

• An�codon

• Methionine codon AUG

• Polypep�de

• Stop codon

• Protein

• Change in DNA

• Point muta�on

• Subs�tu�on

• Inser�ons and dele�ons

• Chromosomal muta�ons

• Mutagens

• Changes in amino acids

• Polyploidy

• Harmful/Helpful muta�ons

DNA Replica�on


The DNA that makes up genes must be capable of storing, copying, and transmiWng the gene�c informa�on in a cell.

DNA polymerase is an enzyme that joins individual nucleo�des to produce a new strand of DNA.

Replica�on in most prokaryo�c cells starts from a single point and proceeds in two direc�ons un�l the en�re chromosome is copied.

In eukaryo�c cells, replica�on may begin at dozens or even hundreds of places on the DNA molecule, proceeding in both direc�ons un�l each chromosome is completely

copied.

In transcrip�on, segments of DNA serve as templates to produce complementary RNA molecules.

The central dogma of molecular biology is that informa�on is transferred from DNA to RNA to protein.

Muta�ons are heritable changes in gene�c informa�on.

The effects of muta�on on genes vary widely. Some have liQle or no effect; some produce beneficial varia�on. Some nega�vely disrupt gene func�on.

Addi�onal resources: hQp://nnhsbiology.pbworks.com/f/1280666569/transcrip�on%20transla�on%20diagram.png; hQp://www.cytologystuff.com/images/mbiocell.jpg

Impact of Biotechnology Key Topic SC.912.L.16.10 Complexity: High

Evaluate the impact of biotechnology on the individual, society, and the environment, including medical and ethical issues.

IS ABOUT…..techniques that have been used for people, society and their environment.

Main Idea

Applied Gene�cs

Main Idea

DNA Technology

Main Idea

Human Genome

Main Idea

Ethics & Impacts

• Selec�ve Breeding

• Inbreeding

• Test cross

• Hybridiza�on

• Gene�c engineering

• Gel electrophoresis

• Cloning

• Polymerase chain reac�on (PCR)

• Recombinant DNA

• Gene Therapy

• DNA fingerprin�ng

• Micro Array

• Genomics/Proteomics


Selec�ve breeding is used to produce organisms with traits that are considered desirable.

Hybridiza�on produces organisms with the desired traits from parents with different traits.

Inbreeding creates pure breeds.

A test cross can be used to determine organism’s genotype.

Gene�c engineering is used to produce organisms that are useful to humans.

Recombinant DNA technology is used to study individual genes.

DNA fragments can be separated using gel electrophoresis.

Clones can be produced by transforming bacteria with recombinant DNA.

The polymerase chain reac�on is used to make copies of small DNA sequences.

Transgenic organisms are being created to increase the quality of human life.

Researchers who worked on the HGP sequenced all nucleo�des in the human genome.

DNA fingerprin�ng can be used to iden�fy individuals.

DNA microarrays allow researchers to study all the genes in the genome simultaneously.

Gene therapy might be used in the future to correct gene�c disorders.

Genomics is the study of an organism’s genome and proteomics is the study of the proteins in the human body.

• Modify organisms

• Patent holders

• Gene�cally Modified Foods

• Stem Cells

Human Reproduc�ve Systems Key Topic: SC.912.L.16.13 Complexity: Moderate

Describe the basic anatomy and physiology of the human reproduc�ve system. Describe the process of human development from fer�liza�on to birth and major changes that

occur in each trimester of pregnancy.

IS ABOUT…..the parts of male and female reproduc�ve systems, how they work, and how a fer�lized egg undergoes many diverse phases of development from a zygote to a

full term fetus during pregnancy.

Main Idea

Male Reproduc�ve System

Main Idea

Female Reproduc�ve System

Main Idea

Fetal Development

Main Idea

Hormone Produc�on

• Seminal vesicle

• Prostate gland

• Vas deferens

• Urethra

• Epididymis

• Scrotum

• Penis

• Testes

• Ovaries

• Oviduct (fallopian tube)

• Uterus

• Cervix

• Vagina

• Placenta

• Umbilical cord

• Amnio�c fluid

• Amnio�c sac

• Basic male changes in rela�on to

reproduc�ve physiology.

• Basic female changes in rela�on to

reproduc�ve physiology.

Main Idea

Early Stages of

Development

Main Idea

Pregnancy

1st

Trimester Major Events

Main Idea

Pregnancy

2nd


Main Idea

Pregnancy

3rd


• Implanta�on

• Morula

• Blastocyst

• Gastrula�on

• Neurula�on

• All �ssues, organs and organ sys-

tems begin to develop.

• Movement of arms, fingers, and

toes.

• Facial expressions

• Fingerprints present

• Tissues become more specialized

and begin to func�on.

• Fetal heartbeat can be heard.

• Bone replaces car�lage.

• Hair grows

• Fetal movements can be felt by the

mother.

• Organ systems mature.

• Fetus doubles in mass.

• Central nervous system and lungs

complete development.

• Fetus can regulate its body tem-

perature.

• Fetus can survive outside of the

uterus .


Males and females develop differently based on hormones released.

There are dis�nc�ve organs present in the male and female reproduc�ve systems that create and produce the gametes necessary for sexual reproduc�on.

Once an egg is fer�lized by a sperm and a zygote is formed, the zygote goes through further transforma�on before implan�ng in the uterus and developing into a fetus.

Major changes happen aSer implanta�on within each trimester, such as those listed above.

Cell Cycle: Asexual/Sexual Reproduc�on Key Topic: SC.912.L.16.17 Complexity: High

Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduc�on and their consequences for gene�c varia�on.

Also Assesses:

SC.912.L.16.8 - Explain the rela�onship between muta�on, cell cycle, and uncontrolled cell growth poten�ally resul�ng in cancer.

SC.912.L.16.14 - Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the forma�on of new cells and its importance in maintaining chromo-

some number during asexual reproduc�on.

SC.912.L.16.16 - Describe the process of meiosis, including independent assortment and crossing over. Explain how reduc�on division results in the forma�on of haploid gam-

etes or spores.

IS ABOUT…..how cells goes through a life cycle that includes interphase, mitosis, and cytokinesis. And how reproduc�ve cells, which pass on gene�c traits from the parents to

the child, are produced by the process of meiosis.

Main Idea

Mitosis

Main Idea

Asexual Reproduc�on

Main Idea

Cell Cycle - Mitosis

Main Idea

Cell Cycle Regula�on

• Cell growth and repair

• Cell cycle

• Two diploid (iden�cal) cells are

produced.

• One division occurs

• DNA replica�on

• Two iden�cal daughter cells

• Single parent

• Some pro�sts and bacteria

• Diploid cells

• Interphase

• Prophase

• Metaphase

• Anaphase

• Telophase

• Cytokinesis

• Cells are regulated by cyclins.

• Checkpoints

• Uncontrolled growth – cancer

• Apoptosis – cell death

Main Idea

Meiosis

Main Idea

Sexual Reproduc�on

Main Idea

Cell Cycle - Meiosis

• Starts with diploid

• Daughter cells not gene�cally iden�cal due to

crossing over.

• Four haploid gametes produced.

• Homologous chromosomes

• Synapsis of homologous chromosomes

• Four haploid gametes are produced

• Muta�on is faster

• Meiosis I – Prophase I, Metaphase I, Anaphase I,

and Telophase I

• Synapsis and Crossing over

• Diploid (double) - 2n

• Meiosis II – Prophase II, Metaphase II, Anaphase II,

and Telophase II, ending with Cytokinesis

• Haploid (single) - n


Mitosis is the process by which the duplicated DNA is divided.

The stages of mitosis include prophase, metaphase, anaphase, and telophase.

The cell cycle of eukaryo�c cells is regulated by cyclins.

Meiosis consists of two sets of divisions and produce gene�c varia�on in gametes.

Popula�on Size/Carrying Capacity Key Topic: SC.912.L.17.5 Complexity: High

Analyze how popula�on size is determined by births, deaths, immigra�on, emigra�on, and limi�ng factors (bio�c and abio�c) that determine carrying capacity.

Also Assesses:

SC.912.L.17.2 - Explain the general distribu�on of life in aqua�c systems as a func�on of chemistry, geography, light, depth, salinity, and temperature.

SC.912.L.17.4 - Describe changes in ecosystems resul�ng from seasonal varia�ons, climate change, and succession.

SC.912.L.17.8 - Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human ac�vity, and the introduc�on of invasive,

nonna�ve species.

SC.912.N.1.4 - Iden�fy sources of informa�on, and assess their reliability according to the strict standards of scien�fic inves�ga�on.

IS ABOUT…..how a popula�on size changes and what are some of the factors that can determine the carrying capacity of an ecosystem.

Main Idea

Popula�on

Main Idea

Popula�on Growth

Main Idea

Carrying Capacity

Limited By:

Main Idea

Limi�ng Factors

• Geographic Range

• Density and Distribu�on

• Growth Rate

• Age Structure

• Carrying Capacity

• Birthrate Death

• Rate

• Immigra�on

• Emigra�on

• Succession

• Energy

• Water

• Oxygen

• Nutrients

• Compe��on

• Preda�on

• Parasi�sm and disease

• Unusual weather

• Natural disaster

• Bio�c and Abio�c factors

Main Idea

Density-Dependent

Limi�ng Factors

Main Idea

Density-Independent

Limi�ng Factors

Main Idea

Bio�c

Main Idea

Abio�c

• Compe��on

• Preda�on and Herbivory

• Parasi�sm and Disease

• Stress from Overcrowding

• Weather factors, such as hurri-

canes, droughts, or floods.

• Natural disasters, such as wild-

fires.

• Ar�ficial factors, such as herbi-

cides and mechanical removal.

• Invasive and nonna�ve species

• Aqua�c factors - pH, oxygen,

carbon dioxide, nitrogen, phos-

phorous, and salinity

• Light

• Salinity

• Depth

• Temperature


By causing species to divide resources, compe��on helps determine the number and kinds of species in a community.

Many factors can affect the size of a popula�on.

Ecosystems change over �me, especially aSer disturbances, as some species die out and new species move in.

Earth has an uniden�fied carrying capacity for the human popula�on.

Food Webs/Tropic Levels/ Energy Transfer Key Topic: SC.912.L.17.9 Complexity: Moderate

Use a food web to iden�fy and dis�nguish producers, consumers and decomposers. Explain the pathway of energy transfer through trophic levels and the reduc�on of availa-

ble energy at successive trophic levels.

Also Assesses:

SC.912.E.17.1* - Analyze the movement of maQer and energy through the different biogeochemical cycles, including water and carbon.

IS ABOUT…..how energy is transferred from one organism to another in a food web or food chain.

Main Idea

Energy in an Ecosystem

Main Idea

Trophic Levels

Main Idea

Models of Energy Flow

Main Idea

Food Chain

• Autotroph: 1st

trophic level, plants

and some bacteria, photosynthe-

sis and chemosynthesis.

• Heterotroph: 2nd

through 4th

trophic levels, herbivores, carni-

vores, omnivores and detri-

�vores.

• Decomposers: No energy transfer

• Steps in a food chain, food web

and energy pyramid.

• Producers (autotrophs): there

are more of them.

• Consumers: primary, secondary,

ter�ary, quaternary (less organ-

isms as you go up the trophic

levels).

• 10% energy transfer rule

• Food Chain

• Food Web

• Simple: 3-4 organisms

• Goes from autotroph to hetero-

troph

Main Idea

Food Web

Main Idea

*Cycling of Ma<er

Main Idea

Water Cycle

Main Idea

Carbon Cycle

• More complex

• Shows energy flow in an ecosys-

tem

• MaQer is neither created or de-

stroyed

• Water cycle

• Carbon cycle

• Evapora�on

• Condensa�on

• Precipita�on

• Transpira�on

Carbon is cycled from living things into CO2

and back through by photosynthesis, burn-

ing and more.


Autotrophs capture energy, making it available for all members of a food web.

Heterotrophs transfer energy.

Decomposers recycle maQer.

Food chains, food webs and ecological pyramids are models to show how energy transferred through an ecosystem.

Essen�al nutrients are cycled through biogeochemical processes.

Impact of Individuals/Sustainability

Key Topic: SC.912.L.17.20 Complexity: High

Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

IS ABOUT…..the impact that individuals have on gene�c diversity, species diversity and environmental diversity.

Main Idea

Kind of Impact

Main Idea

Current Threats to

Environmental Systems

Main Idea

Conserving Biodiversity

Increasing Sustainability

Main Idea

Restoring Ecosystems

• Direct Economic Effect

• Indirect Economic Effect

• Ex�nc�on Rates

• Background

• Mass

• Biodiversity Reduc�on

• Overexploita�on

• Habitat Loss

• Destruc�on

• Disrup�on

• Fragmenta�on of Habitat

• Pollu�on

• Biological Magnifica�on

• Acid precipita�on

• Eutrophica�on

• Introduced Species

• Sustainable Use

• Renewable Resource

• Non-renewable Resource

• Protected Use

• Biodiversity Hot Spots

• Corridors between habitat frag-

ments

• Bioremedia�on

• Biological augmenta�on

• Legisla�on

• Lifestyle Choices


Humans impact environment systems; some human ac�vi�es reduce biodiversity in ecosystems.

Current evidence suggests that reduced biodiversity might have serious long-term effects.

Individuals can adopt lifestyles that conserve or reduce the use of resources at a rate they can be replaced or recycled.

Given �me, biological communi�es can recover from natural and human disasters through human interven�on and/or legisla�on.

Macromolecules Key Topic: SC.912.L.18.1 Complexity: Moderate

Describe the basic molecular structures and primary func�ons of the four major categories of biological macromolecules.

IS ABOUT…..macromolecules, carbon compounds that are essen�al for life.

Main Idea

Carbohydrates

Main Idea

Lipids

Main Idea

Proteins

Main Idea

Nucleic Acids

Examples:

• Monosaccharaides:

• glucose

• fructose

• Disaccharides:

• Lactose

• sucrose

• Polysaccharides:

• Cellulose (plants)

• Starch (plants)

• Glycogen (animals)

• Chi�n (animals and fungi)

Examples:

• Triacylglycerols (fats or oils):

• Glycerol + 3 faQy acids

• Phospholipids:

• phosphate group + 2 faQy

acids

• Steroids:

• four fused rings with

aQached chemical groups

Examples:

• Enzymes

• Structural proteins

• Storage proteins

• Transport proteins

• Hormones

• Receptor proteins

• Motor proteins

• Defensive proteins

Examples:

• DNA:

• Sugar = deoxyribose

• Nitrogenous bases = C, G, A, U

• Usually double-stranded

• RNA:

• Sugar = ribose

• Nitrogenous bases—C, G, A, U

• Usually single-stranded

Func�ons:

• Fuel: carbon sources that can be

converted to other molecules or

combined into polymers.

• Structural support

Func�ons:

• Important energy source

• Lipid bilayers of membranes

• Component of cell membranes

(cholesterol)

• Signaling molecules that travel

through the body (hormones)

Func�ons:

• Catalyze chemical reac�ons

• Provide structural support

• Store amino acids

• Transport substances

• Coordinate organismal responses

• Receive signals from outside cell

• Func�on in cell movement

• Protect against disease


Carbon is the basic building block of life because it can bond with many elements, including: hydrogen, oxygen, phosphorus, sulfur, and nitrogen.

There are 4 types of macromolecules that are made from small carbon compounds joining into polymers.

Living things use carbohydrates as their main source of energy. Plants, some animals, and other organisms also use carbohydrates for structural purposes.

Lipids can be used to store energy. Some are important part of membranes and are waterproof coverings.

Pep�de bonds join amino acids in proteins.

Chains of nucleo�des from nucleic acids which store and transmit hereditary (gene�c) informa�on.

Func�ons:

• Stores hereditary informa�on.

• Various func�ons during gene expres-

sion, including carrying instruc�ons

from DNA to ribosomes.

Ma<er and Energy Transforma�ons Key Topic: SC.912.L.18.11 Complexity: Moderate

Explain the role of enzymes as catalysts that lower the ac�va�on energy of biochemical reac�ons. Iden�fy factors, such as pH and temperature, and their effect on enzyme

ac�vity.

IS ABOUT…..how to interpret a chemical equa�on, the rela�onship between ac�va�on energy and enzymes and environmental influences on enzymes.

Main Idea

Reactants

Main Idea

Products

Main Idea

Chemical Equa�on

Main Idea

Ac�va�on Energy

• LeS side of arrow

• Chemicals being mixed

• Chemical amounts will equal the

other side.

• Used by autotrophs

• Func�on: take light energy and

make organic compounds (sugars)

• Formula:

light

6CO2 + 6H2O-------> C6H12O6 + 6O2

• All Chemicals involved

• Has arrow to show two parts.

• Will have numbers (coefficient, sub-

scripts, and superscripts) and ele-

ment symbols.

• Energy is needed to start a reac�on.

• Is usually represented in a graph.

Main Idea

Catalyst

Main Idea

Enzymes

Main Idea

Factors that Affect Enzymes

Main Idea

Factor’s Effect

• Speed up reac�on • Protein (most of the �me)

• pH

• Temperature

• Concentra�on/Regulatory

Molecules


Balanced chemical equa�ons must show an equal number of atoms for each element on both sides.

Chemical reac�ons always involve changes in the chemical bonds that join atoms in compounds.

Chemical reac�ons that release energy oSen occur spontaneously. Chemical reac�ons that absorb energy will not occur without a source of energy.

Ac�va�on energy is the energy required to begin a reac�on

Catalysts are substances that alter chemical reac�ons.

Enzymes are biological catalysts (speed up chemical reac�ons) that take place in cells.

Temperature, pH, concentra�on and regulatory molecules can affect the ac�vity of enzymes.

• Inac�ve or denature

• Inac�ve or denature

• Rate of reac�on

Photosynthesis and Respira�on Key Topic: SC.912.L.18.9 Complexity: Moderate

Explain the interrelated nature of photosynthesis and cellular respira�on.

Also assesses:

SC.912.L.18.7 - Iden�fy the reactants, products, and basic func�ons of photosynthesis

SC912.L.18.8 - Iden�fy the reactants, products and basic func�ons of aerobic and anaerobic cellular respira�on

SC912.L.18.10 - Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell

IS ABOUT…..the products of photosynthesis become the reactants in cellular respira�on and the products of cellular respira�on become the reactants in photosynthesis.

Main Idea

Adenosine Triphosphate

(ATP)

Main Idea

Photosynthesis

Main Idea

Photosynthesis Reactants

Main Idea

Photosynthesis Products

• Most abundant energy carrier

molecules

• “Storehouse” of chemical energy

• Role: Cells use to perform a vari-

ety of reac�ons

• Used by autotrophs

• Func�on: take light energy and

make organic compounds (sugars)

• Formula:

light

6CO2 + 6H2O-------> C6H12O6 + 6O2

• Carbon Dioxide (CO2)

• Water (H2O)

• Light Energy

• Glucose (C6 H12 O6)

• Oxygen (O2)

Main Idea

Cellular Respira�on

Main Idea

Cellular Respira�on Reactants

Main Idea

Cellular Respira�on Products

• Used by autotrophs and heterotrophs

• Has 2 parts: Aerobic (requires oxygen) and

Anaerobic (no oxygen required) can lead to

fermenta�on producing carbon dioxide and

ethyl alcohol or lac�c acid.

• Func�on: harvest electrons from carbon com-

pounds (sugars) and use it to make ATP

• Formula:

C6H12O6 + 6O2------->6CO2 + 6H2O+ energy (ATP)

• Glucose (C6 H12O6 )

• Oxygen (O2)

• Both reactants come from photosynthesis)

• Carbon Dioxide

• Water

• Energy

• All 3 products kick-start photosynthesis


All living organisms use energy to carry out all biological processes.

Light energy is trapped and converted into chemical energy during photosynthesis.

Living organisms obtain energy by breaking down organic molecules during cellular respira�on.

Energy released from the breakdown of ATP drives cellular ac�vi�es.

Proper�es of Water Key Topic: SC.912.L.18.12 Complexity: Moderate

Discuss the special proper�es of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon

freezing, and versa�lity as a solvent.

IS ABOUT…..water is essen�al for life on Earth because it has unique characteris�cs not found in any other compound or on any other known planet, like bonding to itself,

requiring enormous amounts of energy to change its temperature, becoming less dense as a solid and being able to dissolve numerous other substances.

Main Idea

Chemical Structure of Water

Main Idea

Cohesive Behavior

• Cohesion: H2O –H2O

• Adhesion: H2O – other substances; “capillary ac�on” results from water s�cking

to the cell walls of roots and stems moving upward against gravity.

• Unequal sharing of electrons causes hydrogen bonds to form between water

molecules; H+ to O-.

Main Idea

Moderate Temperature

Main Idea

Expansion Upon Freezing

Main Idea

Versa�lity as a Solvent

High heat capacity makes water difficult to heat be-

cause so much energy is required to move molecules

held by hydrogen bonds. Heat produced by cellular

processes is absorbed by water within and around

cells to moderate temperature.

As water becomes colder and its molecules slow

down, the hydrogen bonds between molecules keep

each molecule a certain distance from another. The

“space” between water molecules causes frozen

water to be less dense or expand upon freezing and

float.

• Polar nature of water allows for it to dissolve ionic

compounds and other polar molecules.

• Acids- Substances with an abundance of hydrogen

ions (H+) in solu�on; range of 1-6 on pH scale.

• Bases- Substances with an abundance of hydroxide

ions (OH-) in solu�on; range of 8-14 on pH scale.


Because of the unequal sharing of electrons between hydrogen and oxygen, water has slight posi�ve charges on the hydrogen side and slight nega�ve charges on the oxygen

side. These par�al charges result in water being polar or having polarity.

The polarity of water allows for it to bond to other water molecules crea�ng hydrogen bonds between them. Hydrogen bonds between adjacent water molecules create the

unique proper�es of water like cohesiveness, the ability to moderate temperature in ecosystems and within cells, to form less dense structures of ice to float and the ability

to dissolve numerous other polar or ionic substances.

• H2O: covalent bonds

• Hydrogen bonds

• Polarity

The Biology Frame Project is a cooperative effort between the Florida Diagnostic Learning Resources System, Island Coast Center,

and several members of the science instructional community of The School District of Lee County.

FDLRS Island Coast would like to acknowledge the members participating in this project.

Tiffany Becker, Science Teacher

North Ft. Myers High

Jacqueline Curls, Curriculum Master Teacher- Secondary Science

Curriculum Services, The School District of Lee County

Cher Hollar, Literacy Coach and SIM Trainer

Cape Coral High School

Tim Kenny, Science Teacher


Lorrie Kinney, Science Teacher

Riverdale High school

Elizabeth Kominar, Science Teacher


This document, created December 2013, was developed by FDLRS Island Coast Center, a discretionary project of the Bureau of Ex-

ceptional Education and Student Services. This project is funded by the Florida Department of Education, Division of Public Schools

and Community Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals

with Disabilities Education Act (IDEA), Part B funds and state funds.

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