SSHS Biology Molecular Cellular Biology Unit

SSHS Biology Molecular Cellular Biology Unit Unit 2: Molecular Cellular Biology Enduring Understanding Cell Theory is the basis for the study of anatomy, physiology and modern medicine, and states that cells are the smallest fundamental units of life. Cells are dynamic, homeostatic, and come from pre-existing cells which grow and divide in a regulated cell cycle. Cells are highly organized, utilizing biochemical pathways to combine small molecules into larger, more complex macromolecules. Other biochemical pathways break these large macromolecules back into small molecules. Maintaining this organization requires energy which is obtained through the cellular processes of photosynthesis and/or cellular respiration. Essential Questions  What is the relationship between chemistry and biology? How does the chemical structure of organisms show the unity of life?  Why is cell theory central to biology? What is the role of cell theory in medicine and health sciences?  Why is the relationship between structure and function one of the recurring themes in biology? Is this relationship as important in other sciences? In other academic disciplines?  Why is the production and use of energy required at all levels of biological organization? What is the relationship between the use and production of energy at the molecular/cellular level and the organismal level? The ecosystem/biosphere level? Unit Topics Unit Assessment The Chemistry of Life Part I: Multiple Choice Questions Cell Structure and Function Part II: Short Answer Questions Cell Energetics Part III: Scholar Questions (Optional) Cell Growth and Division

Revised 11/06 SSHS Biology Molecular Cellular Biology Unit Colorado Content Standards Addressed Standard 1: Students understand the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations.  ask questions and state hypotheses, using prior knowledge to help guide their development  create and define a written plan of action for a scientific investigation  select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation  communicate and evaluate scientific thinking that leads to particular conclusions  recognize and analyze alternative explanations and models Standard 2: Students know and understand common properties, forms and changes in matter and energy. 2.1: Students know that matter has characteristic properties which are related to its composition and structure.  examine, describe, measure, classify, and predict common properties of substances  describe and explain properties and composition of samples of matter using models  use word and chemical equations to relate observed changes in matter to its composition and structure Standard 3: Students know and understand the characteristics and structures of living things, the processes of life, and how living things interact with each other and their environment. 3.2: Students know and understand interrelationships of matter and energy in living systems.  compare and contrast the processes of photosynthesis and respiration  explain how simple molecules can be built into larger molecules within organisms  explain how large molecules are broken down into smaller molecules, serving as an energy source or as basic building blocks in organisms  explain how energy is used in the maintenance, repair, growth, and development of tissues 3.3: Students know and understand how the human body functions, the factors that influence its structures and functions, and how they compare with those of other organisms.  describe cellular organelles and their function  differentiate among levels of organization and their roles within the whole organism  use examples to explain the relationship of structure and function in organisms

Standard 4: Earth Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. 4.3: Students know the major sources of water, its uses, importance, and cyclic patterns of movement through the environment.  Identifying and explaining factors that influence the quality of water needed to sustain life

Standard 5: Students know and understand interrelationships among science, technology and human activity and how they can affect the world.  analyze benefits, limitations, costs, and consequences involved in using technology or resources  analyze how the introduction of a new technology has affected or could affect human activity  demonstrate interrelationships between science and technology  explain the use of technology in an occupation Standard 6: Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines  evaluate print and visual media for scientific evidence, bias, or opinion  explain that the scientific way of knowing uses a critique and consensus process  identify and predict cause-effect relationships within a system  explaining an exponential model

Revised 11/06