DOCSLIB.ORG

DPI Standards – Biology Education (For General Zoology Students) 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DPI Standards – Biology Education (For General Zoology Students) 1 DPI Standards – Biology Education (for General Zoology students) 1. Characteristics of organisms Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Know Properties of living organisms, including: Acquire and use energy and materials General Biology Reports, projects, exams Sense and respond to stimuli Reproduce and develop Organization 2. Life cycles of organisms Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Parasitic life cycles Zoology Exams, Lab practicals Identify stages of animal life cycles Identify stages of plant life cycle Botany Oral/written pres, exams 3. Organisms and their environment Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Physiological adaptations of organisms Zoology Exams, Lab practicals Biotic and abiotic factors in the environment Ecology Exams, Reports, journal Anatomical adaptations of organisms Botany Oral/written pres, exams 4. Structure and function of living things Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Plant structure and growth Botany Oral/written pres, exams Organization of the animal body Zoology Exams, Lab practicals Animal organs and systems Dissection of several phyla of animals 5. Reproduction and heredity Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Complete a Punnett square General Biology Exams, reports Plant Sexual and asexual reproduction Botany Oral/written pres, exams Animal reproductive modes Zoology Exams, Lab practicals Mendelian genetics Genetics and Evolution Discussions, exams, Patterns in inheritance papers Meiosis and sexual reproduction Build a pedigree 6. Regulation and behavior Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Homeostasis General Biology Exams, Environmental Factors Ecology Exams, Reports, journal Organismal factors Zoology Exams, Lab practicals 7. Populations and ecosystems Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Population characteristics, including Population dynamics Ecology Exams, Reports, journal Nutrient cycling Trophic structure Exotic species Growth curves 8. Diversity and adaptations of organisms Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Natural selection General Biology Reports, projects, exams Measure diversity of a population Characteristics of plant phyla Botany Oral/written pres, exams Identification of common flora Characteristics of animal phyla Zoology Exams, Lab practicals Identification of common fauna Principals and practices of biological classification 9. The cell Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Biomembranes Cell and Molecular Biology Lab Reports, exams Animal cell structure Cell-cell interactions Cell and organelle function Mitosis and cytokinesis Organization of the nucleus Demonstrate proper use of the microscope Prokaryotic and Eukaryotic cells Botany Oral/written pres, exams Plant cell structure 10. The molecular basis of heredity Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Central Dogma of Biology General Biology Reports, projects, exams DNA structure and replication Genes and how they work Genetics and Evolution Discussions, exams, Control of gene expression papers Genetic mutations Genomics, proteomics and bioinformatics Gene and DNA technology Prepare DNA for analysis and General Biology Reports, projects, exams Run a PCR/electrophoresis 11. Biological evolution Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Genes within natural populations Genetics and Evolution Discussions, exams, papers Evidence for evolution General Biology Reports, projects, exams The origin of species Genetics and Evolution Discussions, exams, Processes of evolution papers 12. The interdependence of organisms Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Predator-prey interactions Ecology Exams, Reports, journal Community Ecology, including Ecological succession The concept of the ecological niche Competitive interactions Parasite -host interactions Zoology Exams, Lab practicals 13. Matter, energy, and organization in living systems Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Understand life process in living organisms, including: Ecological pyramids Ecology Exams, Reports, journal Nutrient cycling Cellular Respiration Cell and Molecular Biology Lab Reports, exams Metabolic Pathways and Enzymes Basic Biochemistry General Biology Reports, projects, exams Plant Photosynthesis Botany Oral/written pres, exams 14. The behavior of organisms Knowledge and skills for this standard Course(s) where each Sample performance knowledge or skill is assessment where most assessed developed in program Evolution of nervous systems Zoology Exams, Lab practicals Adaptation of animal senses Behavioral ecology Ecology Exams, Reports, journal Evolution of Behaviors Plant Behaviors/responses Botany Oral/written pres, exams .
Load more

Recommended publications
  • Revised Glossary for AQA GCSE Biology Student Book
    Biology Glossary amino acids small molecules from which proteins are A built abiotic factor physical or non-living conditions amylase a digestive enzyme (carbohydrase) that that affect the distribution of a population in an breaks down starch ecosystem, such as light, temperature, soil pH anaerobic respiration respiration without using absorption the process by which soluble products oxygen of digestion move into the blood from the small intestine antibacterial chemicals chemicals produced by plants as a defence mechanism; the amount abstinence method of contraception whereby the produced will increase if the plant is under attack couple refrains from intercourse, particularly when an egg might be in the oviduct antibiotic e.g. penicillin; medicines that work inside the body to kill bacterial pathogens accommodation ability of the eyes to change focus antibody protein normally present in the body acid rain rain water which is made more acidic by or produced in response to an antigen, which it pollutant gases neutralises, thus producing an immune response active site the place on an enzyme where the antimicrobial resistance (AMR) an increasing substrate molecule binds problem in the twenty-first century whereby active transport in active transport, cells use energy bacteria have evolved to develop resistance against to transport substances through cell membranes antibiotics due to their overuse against a concentration gradient antiretroviral drugs drugs used to treat HIV adaptation features that organisms have to help infections; they
    [Show full text]
  • Science Georgia Standards of Excellence SCIENCE - Zoology
    Science Georgia Standards of Excellence SCIENCE - Zoology The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines. The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. In this course, students will recognize key features of the major body plans that have evolved in animals and how those body plans have changed over time resulting in the diversity of animals that are evident today.
    [Show full text]
  • Reproductive Ecology & Sexual Selection
    Reproductive Ecology & Sexual Selection REPRODUCTIVE ECOLOGY REPRODUCTION & SEXUAL SELECTION • Asexual • Sexual – Attraction, Courtship, and Mating – Fertilization – Production of Young The Evolutionary Enigma of Benefits of Asex Sexual Reproduction • Sexual reproduction produces fewer reproductive offspring than asexual reproduction, a so-called reproductive handicap 1. Eliminate problem to locate, court, & retain suitable mate. Asexual reproduction Sexual reproduction Generation 1 2. Doubles population growth rate. Female Female 3. Avoid “cost of meiosis”: Generation 2 – genetic representation in later generations isn't reduced by half each time Male 4. Preserve gene pool adapted to local Generation 3 conditions. Generation 4 Figure 23.16 The Energetic Costs of Sexual Reproduction Benefits of Sex • Allocation of Resources 1. Reinforcement of social structure 2. Variability in face of changing environment. – why buy four lottery tickets w/ the same number on them? Relative benefits: Support from organisms both asexual in constant & sexual in changing environments – aphids have wingless female clones & winged male & female dispersers – ciliates conjugate if environment is deteriorating Heyer 1 Reproductive Ecology & Sexual Selection Simultaneous Hermaphrodites TWO SEXES • Advantageous if limited mobility and sperm dispersal and/or low population density • Guarantee that any member of your species encountered is the • Conjugation “right” sex • Self fertilization still provides some genetic variation – Ciliate protozoans with + & - mating
    [Show full text]
  • Description of an Eyeless Species of the Ground Beetle Genus Trechus Clairville, 1806 (Coleoptera: Carabidae: Trechini)
    Zootaxa 4083 (3): 431–443 ISSN 1175-5326 (print edition) http://www.mapress.com/j/zt/ Article ZOOTAXA Copyright © 2016 Magnolia Press ISSN 1175-5334 (online edition) http://doi.org/10.11646/zootaxa.4083.3.7 http://zoobank.org/urn:lsid:zoobank.org:pub:C999EBFD-4EAF-44E1-B7E9-95C9C63E556B Blind life in the Baltic amber forests: description of an eyeless species of the ground beetle genus Trechus Clairville, 1806 (Coleoptera: Carabidae: Trechini) JOACHIM SCHMIDT1, 2, HANNES HOFFMANN3 & PETER MICHALIK3 1University of Rostock, Institute of Biosciences, General and Systematic Zoology, Universitätsplatz 2, 18055 Rostock, Germany 2Lindenstraße 3a, 18211 Admannshagen, Germany. E-mail: [email protected] 3Zoological Institute and Museum, Ernst-Moritz-Arndt-University, Loitzer Str. 26, D-17489 Greifswald, Germany. E-mail: [email protected] Abstract The first eyeless beetle known from Baltic amber, Trechus eoanophthalmus sp. n., is described and imaged using light microscopy and X-ray micro-computed tomography. Based on external characters, the new species is most similar to spe- cies of the Palaearctic Trechus sensu stricto clade and seems to be closely related to the Baltic amber fossil T. balticus Schmidt & Faille, 2015. Due to the poor conservation of the internal parts of the body, no information on the genital char- acters can be provided. Therefore, the systematic position of this fossil within the megadiverse genus Trechus remains dubious. The occurrence of the blind and flightless T. eoanophthalmus sp. n. in the Baltic amber forests supports a previ- ous hypothesis that these forests were located in an area partly characterised by mountainous habitats with temperate cli- matic conditions.
    [Show full text]
  • Classification of Botany and Use of Plants
    SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life.
    [Show full text]
  • The Biodiversity–Ecosystem Function Debate in Ecology
    Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This chapter was originally published in the book Handbook of The Philosophy of Science: Philosophy of Ecology. The copy attached is provided by Elsevier for the author’s benefit and for the benefit of the author’s institution, for non-commercial research, and educational use. This includes without limitation use in instruction at your institution, distribution to specific colleagues, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at: http://www.elsevier.com/locate/permissionusematerial From deLaplante Kevin, and Picasso Valentin, The Biodiversity-Ecosystem Function Debate in Ecology. In: Dov M. Gabbay, Paul Thagard and John Woods, editors, Handbook of The Philosophy of Science: Philosophy of Ecology. San Diego: North Holland, 2011, pp. 169-200. ISBN: 978-0-444-51673-2 © Copyright 2011 Elsevier B. V. North Holland. Author's personal copy THE BIODIVERSITY–ECOSYSTEM FUNCTION DEBATE IN ECOLOGY Kevin deLaplante and Valentin Picasso 1 INTRODUCTION Population/community ecology and ecosystem ecology present very different per- spectives on ecological phenomena. Over the course of the history of ecology there has been relatively little interaction between the two fields at a theoretical level, despite general acknowledgment that many ecosystem processes are both influ- enced by and constrain population- and community-level phenomena.
    [Show full text]
  • Cellular Reproduction
    572 14 Cellular Reproduction 14.1 The Cell Cycle According to the third tenet of the cell theory, new cells 14.2 M Phase: Mitosis and Cytokinesis originate only from other living cells. The process by which this cell division 14.3 Meiosis occurs is called . For a multicellular organism, such as a human or an oak tree, countless divisions of a single-celled THE HUMAN PER SP ECTIVE: Meiotic Nondisjunction zygote produce an organism of astonishing cellular complexity and Its Consequences and organization. Cell division does not stop with the formation of EXPERIMENTAL PATHWAYS: The Discovery and the mature organism but continues in certain tissues throughout Characterization of MPF life. Millions of cells residing within the marrow of your bones or the lining of your intestinal tract are undergoing division at this very moment. This enormous output of cells is needed to replace cells that have aged or died. Although cell division occurs in all organisms, it takes place very differently in prokaryotes and eukaryotes. We will restrict discussion to the eukaryotic version. Two distinct types of eukaryotic cell division will be discussed in this chapter. Mitosis leads to production of cells that are genetically identical to their parent, whereas meiosis leads to production of cells with half the genetic content of the parent. Mitosis serves as the basis for producing new cells, meiosis as the basis for producing new Fluorescence micrograph of a mitotic spindle that had assembled in a cell-free extract prepared from frog eggs, which are cells that lack a centrosome. The red spheres consist of chromatin-covered beads that were added to the extract.
    [Show full text]
  • Cell Life Cycle and Reproduction the Cell Cycle (Cell-Division Cycle), Is a Series of Events That Take Place in a Cell Leading to Its Division and Duplication
    Cell Life Cycle and Reproduction The cell cycle (cell-division cycle), is a series of events that take place in a cell leading to its division and duplication. The main phases of the cell cycle are interphase, nuclear division, and cytokinesis. Cell division produces two daughter cells. In cells without a nucleus (prokaryotic), the cell cycle occurs via binary fission. Interphase Gap1(G1)- Cells increase in size. The G1checkpointcontrol mechanism ensures that everything is ready for DNA synthesis. Synthesis(S)- DNA replication occurs during this phase. DNA Replication The process in which DNA makes a duplicate copy of itself. Semiconservative Replication The process in which the DNA molecule uncoils and separates into two strands. Each original strand becomes a template on which a new strand is constructed, resulting in two DNA molecules identical to the original DNA molecule. Gap 2(G2)- The cell continues to grow. The G2checkpointcontrol mechanism ensures that everything is ready to enter the M (mitosis) phase and divide. Mitotic(M) refers to the division of the nucleus. Cell growth stops at this stage and cellular energy is focused on the orderly division into daughter cells. A checkpoint in the middle of mitosis (Metaphase Checkpoint) ensures that the cell is ready to complete cell division. The final event is cytokinesis, in which the cytoplasm divides and the single parent cell splits into two daughter cells. Reproduction Cellular reproduction is a process by which cells duplicate their contents and then divide to yield multiple cells with similar, if not duplicate, contents. Mitosis Mitosis- nuclear division resulting in the production of two somatic cells having the same genetic complement (genetically identical) as the original cell.
    [Show full text]
  • Fishery Science – Biology & Ecology
    Fishery Science – Biology & Ecology How Fish Reproduce Illustration of a generic fish life cycle. Source: Zebrafish Information Server, University of South Carolina (http://zebra.sc.edu/smell/nitin/nitin.html) Reproduction is an essential component of life, and there are a diverse number of reproductive strategies in fishes throughout the world. In marine fishes, there are three basic reproductive strategies that can be used to classify fish. The most common reproductive strategy in marine ecosystems is oviparity. Approximately 90% of bony and 43% of cartilaginous fish are oviparous (See Types of Fish). In oviparous fish, females spawn eggs into the water column, which are then fertilized by males. For most oviparous fish, the eggs take less energy to produce so the females release large quantities of eggs. For example, a female Ocean Sunfish is able to produce 300 million eggs over a spawning cycle. The eggs that become fertilized in oviparous fish may spend long periods of time in the water column as larvae before settling out as juveniles. An advantage of oviparity is the number of eggs produced, because it is likely some of the offspring will survive. However, the offspring are at a disadvantage because they must go through a larval stage in which their location is directed by oceans currents. During the larval stage, the larvae act as primary consumers (See How Fish Eat) in the food web where they must not only obtain food but also avoid predation. Another disadvantage is that the larvae might not find suitable habitat when they settle out of the ~ Voices of the Bay ~ [email protected] ~ http://sanctuaries.noaa.gov/education/voicesofthebay.html ~ (Nov 2011) Fishery Science – Biology & Ecology water column.
    [Show full text]
  • Cellular Reproduction Vocabulary Date:______Use Page Numbers! Assignment #______Block #____ WORD DEFINITION
    Name:_________________________ Cellular Reproduction Vocabulary Date:_________________________ Use Page Numbers! Assignment #_________ Block #____ WORD DEFINITION 1. Cell Cycle The life cycle of a cell Pg 92 2. The structures that DNA is organized into Chromosomes Pg 92 Cellular reproduction in prokaryotic cells. Means “Splitting into two 3. Binary Fission parts” Pg 92 Each chromosome of a pair of similar chromosome 4. Homologous Chromosomes Pg 93 The two copies of the chromosome once it is duplicated 5. Chromatids Pg 93 Where the chromatids are connected 6. Centromere Pg 93 7. Mitosis The complicated process of separating duplicated chromosomes Pg 93 8. Cytokinesis The process where the cytoplasm splits in two Pg 95 WORD DEFINITION 9. Budding A type of asexual reproduction, where a piece of the parents body Pg 612 develops into an independent organism 10. A type of asexual reproduction, where the organism breaks into two or Regeneration more parts, each growing into a new organism that is genetically identical (fragmentation) to the parent Pg 612 The production of offspring by combining the genetic material of more 11. Sexual than one parent reproduction Pg 613 A single parent has offspring that are identical to itself 12. Asexual reproduction Pg 613 The male sex cell 13. Sperm Pg 613 The female sex cell 14. Egg Pg 613 The new type of cell that is made when an egg’s nucleus fuses with a 15. Zygote sperm’s nucleus Pg 613 16. Spores Small reproductive cells that are protected by a thick cell wall Pg 256 WORD DEFINITION 17. Sex Cells Specialized cells that combine to form a zygote, they have half the normal Pg 114 number of chromosomes, one of each pair.
    [Show full text]
  • Reproduction in Plants and Animals
    Reproduction in Plants and Animals Imagine a gardener checking on his growing plants at the beginning of spring. He notices a few tiny insects eating some of his plants. The gardener isn’t worried—a few insects are not a concern. But when he comes back several weeks later, his plants are covered in these small insects. There are at least ten times as many insects as there were several weeks ago! Where did all of these insects come from? How do organisms make more of their species? Reproduction produces offspring Reproduction is a process by which an organism produces offspring, or young. All organisms reproduce. If they didn’t, no species would survive past a single generation. The tiny insects developing Reproduction allows organisms to pass on their traits, or inside these eggs will grow characteristics to their offspring. Parents pass on their into adult insects. traits through their genetic material, or DNA. Sexual Reproduction requires two parents Sexual reproduction requires a male and female. Each parent contributes half of their genetic material, or DNA, to their offspring. The female contributes her DNA in an egg cell. The male contributes his DNA in a sperm cell. When the egg and sperm combine, they form the new offspring. Offspring may look similar to their parents, but they are not exact copies. In sexual reproduction, each offspring has a mixture of its parent’s traits. Parents may pass on dominant traits or recessive traits to their offspring. Each offspring may be different from its siblings. For These puppies are a product example, suppose the father in a human family does not of sexual reproduction have freckles, but his wife does.
    [Show full text]
  • Project Quest Model Life Science Lessons Genetics Set
    Project QuEST Model Life Science Lessons Genetics Set These materials were produced by CREATE with funding from the U.S Department of Education (ED), Institute of Education Sciences, under Contract No. ED-R305A05056. The opinions expressed herein do not necessarily reflect the positions or policies of ED. © 2012 Center for Applied Linguistics www.cal.org/create Project QuEST Model Life Science Lesson Teacher Guide: Asexual and Sexual Reproduction These materials were produced by CREATE with funding from the U.S Department of Education (ED), Institute of Education Sciences, under Contract No. ED-R305A05056. The opinions expressed herein do not necessarily reflect the positions or policies of ED. © 2012 Center for Applied Linguistics www.cal.org/create CREATE Model Life Science Lesson Genetics Set: Asexual and Sexual Reproduction Teacher Guide Middle School Science: Life Science Genetics Set: Asexual and Sexual Reproduction Framework for K-12 Science Education: Dimension 3—Life Science • Disciplinary Core Idea (LS1.B)—Growth and Development of Organisms: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. • Science and Engineering Practices: Developing and Using Models • Crosscutting Concepts: Cause and Effect Connections to the Common Core State Standards (ELA) • RST.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. • L6: Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Connection to the Common Core State Standards (Math) • MP.2: Reason abstractly and quantitatively. Connections to English Language Development Standards1 • ELD Standard 4: Language of Science o Reading: Explain how organisms reproduce asexually by matching an illustration of their reproduction to the description.
    [Show full text]