Virginia

BIO Biology

• BIO.1 The student will demonstrate an understanding of scientific and engineering practices by

  • BIO.1.a asking questions and defining problems

    • BIO.1.a.i ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

      • The process of scientific inquiry (B-A.1)

    • BIO.1.a.ii determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

      • The process of scientific inquiry (B-A.1)
      • Identify the experimental question (B-A.4)
      • Identify questions that can be investigated with a set of materials (B-A.5)

    • BIO.1.a.iii generate hypotheses based on research and scientific principles

      • The process of scientific inquiry (B-A.1)

    • BIO.1.a.iv make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

      • The process of scientific inquiry (B-A.1)

  • BIO.1.b planning and carrying out investigations

    • BIO.1.b.i individually and collaboratively plan and conduct observational and experimental investigations

      • The process of scientific inquiry (B-A.1)
      • Identify control and experimental groups (B-A.2)
      • Identify independent and dependent variables (B-A.3)
      • Identify the experimental question (B-A.4)
      • Identify questions that can be investigated with a set of materials (B-A.5)

    • BIO.1.b.ii plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

    • BIO.1.b.iii determine appropriate sample size and techniques

      • The process of scientific inquiry (B-A.1)
      • Identify questions that can be investigated with a set of materials (B-A.5)

    • BIO.1.b.iv select and use appropriate tools and technology to collect, record, analyze, and evaluate data

      • The process of scientific inquiry (B-A.1)

  • BIO.1.c interpreting, analyzing, and evaluating data

    • BIO.1.c.i construct and interpret data tables showing independent and dependent variables, repeated trials, and means

    • BIO.1.c.ii construct, analyze, and interpret graphical displays of data

      • The carbon cycle: biosphere processes and interactions (B-O.3)
      • Patterns of population growth (B-O.4)

    • BIO.1.c.iii use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

      • The process of scientific inquiry (B-A.1)

    • BIO.1.c.iv analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

      • Patterns of population growth (B-O.4)

  • BIO.1.d constructing and critiquing conclusions and explanations

    • BIO.1.d.i make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

      • The process of scientific inquiry (B-A.1)

    • BIO.1.d.ii construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students' own investigations, models, theories, simulations, and peer review

      • The process of scientific inquiry (B-A.1)

    • BIO.1.d.iii apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

      • The process of scientific inquiry (B-A.1)
      • The carbon cycle: biosphere processes and interactions (B-O.3)

    • BIO.1.d.iv compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

    • BIO.1.d.v construct arguments or counterarguments based on data and evidence

    • BIO.1.d.vi differentiate between a scientific hypothesis and theory

  • BIO.1.e developing and using models

    • BIO.1.e.i evaluate the merits and limitations of models

    • BIO.1.e.ii develop, revise, and/or use models based on evidence to illustrate or predict relationships

    • BIO.1.e.iii develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

  • BIO.1.f obtaining, evaluating, and communicating information

    • BIO.1.f.i compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

    • BIO.1.f.ii gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

    • BIO.1.f.iii communicate scientific and/or technical information about phenomena in multiple formats

• BIO.2 The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include

  • BIO.2.a water chemistry has an influence on life processes;

    • Chemistry of water (B-B.1)
    • Properties of water: cohesion and adhesion (B-B.2)

  • BIO.2.b macromolecules have roles in maintaining life processes;

    • Structure and function: carbohydrates (B-C.1)
    • Structure and function: lipids (B-C.2)
    • Structure and function: proteins (B-C.3)
    • Structure and function: nucleic acids (B-C.4)
    • Identify the structures and functions of biomolecules (B-C.5)
    • Compare the structures and functions of biomolecules (B-C.6)

  • BIO.2.c enzymes have a role in biochemical processes;

  • BIO.2.d protein synthesis is the process of forming proteins which influences inheritance and evolution; and

    • Introduction to the genetic code (B-I.1)
    • Read a codon wheel (B-J.1)
    • Read a codon table (B-J.2)
    • Use a codon wheel to transcribe and translate DNA sequences (B-J.3)
    • Use a codon table to transcribe and translate DNA sequences (B-J.4)

  • BIO.2.e the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

    • The chemistry of photosynthesis (B-G.1)
    • The chemistry of cellular respiration (B-G.2)
    • The carbon cycle: biosphere processes and interactions (B-O.3)

• BIO.3 The student will investigate and understand that cells have structure and function. Key ideas include

  • BIO.3.a the cell theory is supported by evidence;

    • Cells and cell theory (B-D.)

  • BIO.3.b structures in unicellular and multicellular organisms work interdependently to carry out life processes;

    • Identify functions of plant cell parts (B-D.1)
    • Identify functions of animal cell parts (B-D.2)
    • Plant cell diagrams: label parts (B-D.3)
    • Animal cell diagrams: label parts (B-D.4)

  • BIO.3.c cell structures and processes are involved in cell growth and division;

    • Introduction to cell division (B-H.1)
    • The cell cycle (B-H.2)
    • Describe phases of mitosis and the cell cycle (B-H.3)
    • Identify phases of mitosis and the cell cycle in plant cells (B-H.4)

  • BIO.3.d the structure and function of the cell membrane support cell transport; and

    • Structure and function of the cell membrane (B-E.1)
    • Types of passive transport (B-E.2)
    • Osmosis (B-E.3)

  • BIO.3.e specialization leads to the development of different types of cells.

• BIO.4 The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include

  • BIO.4.a viruses depend on a host for metabolic processes;

  • BIO.4.b the modes of reproduction/replication can be compared;

  • BIO.4.c the structures and functions can be compared;

  • BIO.4.d bacteria and viruses have a role in other organisms and the environment; and

  • BIO.4.e the germ theory of infectious disease is supported by evidence.

• BIO.5 The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include

  • BIO.5.a DNA has structure and is the foundation for protein synthesis;

    • Structure and function: nucleic acids (B-C.4)
    • Introduction to the genetic code (B-I.1)

  • BIO.5.b the structural model of DNA has developed over time;

  • BIO.5.c the variety of traits in an organism are the result of the expression of various combinations of alleles;

    • Genetics vocabulary: genotype and phenotype (B-L.1)
    • Genetics vocabulary: dominant and recessive (B-L.2)
    • Punnett squares: Mendelian inheritance (B-L.3)
    • Punnett squares: incomplete dominance and codominance (B-L.4)
    • Punnett squares: multiple alleles (B-L.5)

  • BIO.5.d meiosis has a role in genetic variation between generations; and

    • Sexual reproduction and genetic variation: part I (B-K.1)
    • Sexual reproduction and genetic variation: part II (B-K.)

  • BIO.5.e synthetic biology has biological and ethical implications.

• BIO.6 The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include

  • BIO.6.a organisms have structural and biochemical similarities and differences;

    • Classify and describe organisms using domains (B-N.1)

  • BIO.6.b fossil record interpretation can be used to classify organisms;

    • Evaluate fossil evidence of evolution (B-M.1)

  • BIO.6.c developmental stages in different organisms can be used to classify organisms;

  • BIO.6.d Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;

    • Classify and describe organisms using domains (B-N.1)

  • BIO.6.e the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and

  • BIO.6.f systems of classification are adaptable to new scientific discoveries.

• BIO.7 The student will investigate and understand that populations change through time. Key ideas include

  • BIO.7.a evidence is found in fossil records and through DNA analysis;

    • Evaluate fossil evidence of evolution (B-M.1)
    • Evaluate anatomical and molecular evidence of evolution (B-M.2)

  • BIO.7.b genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;

  • BIO.7.c natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and

    • Construct explanations of natural selection (B-M.3)

  • BIO.7.d biological evolution has scientific evidence and explanations.

    • Evaluate fossil evidence of evolution (B-M.1)
    • Evaluate anatomical and molecular evidence of evolution (B-M.2)

• BIO.8 The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include

  • BIO.8.a interactions within and among populations include carrying capacities, limiting factors, and growth curves;

    • Patterns of population growth (B-O.4)

  • BIO.8.b nutrients cycle with energy flow through ecosystems;

    • Interpret a Serengeti food web (B-O.1)
    • Interpret an Antarctic food web (B-O.2)
    • The carbon cycle: biosphere processes and interactions (B-O.3)

  • BIO.8.c ecosystems have succession patterns; and

  • BIO.8.d natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

    • Kelp forests: factors affecting biodiversity (B-P.1)