Advanced Biology Essential Skills Fall Semester ... Date Passed* Essential Skill.
1-1. ... Be able to name the reactants and products of Aerobic Respiration.
Advanced Biology Essential Skills Fall Semester Student Name:
Period:
Unit 1—Characteristics of Life & Macromolecules Date Passed* Essential Skill 1-1.
Be able to identify and explain the 5 characteristics of living things. (ESLR: Complex Thinking & Academic Literacy)
1-2.
Be able to identify the monomers, polymers & functions of each of the 4 macromolecules. (CCS: 1h, 4*f) (ESLR: Complex Thinking & Academic Literacy)
1-3.
Be able to explain the role of digestive enzymes in living things and what can affect their actions. (CCS: 1b, *9f) (ESLR: Complex Thinking & Academic Literacy)
Unit 2—Cell Biology Date Passed* Essential Skill 2-1.
Be able to identify the differences between a Prokaryote & Eukaryote cell and Plant & Animal cell. (CCS: 1c, 1j) (ESLR: Complex Thinking & Academic Literacy)
2-3.
Be able to explain the function of the following organelles: Cell Membrane, Cell Wall (plants), Cytoskeleton (animals), Nucleus, Ribosome, Chloroplast (plants), Mitochondria, Endoplasmic Reticulum, Golgi Apparatus. (CCS: 1e-g &* j) (ESLR: Complex Thinking & Academic Literacy)
2-4.
Be able to explain the differences between Active vs. Passive transport and the process of Diffusion & Osmosis. (CCS: 1a) (ESLR: Complex Thinking & Academic Literacy)
Unit 3—Homeostasis Part 1 (The Nervous & Endocrine Systems) Date Passed* Essential Skill 3-1.
Be able to explain how the nervous system and endocrine system both function to maintain homeostasis. (CCS: 9c) (ESLR: Complex Thinking & Academic Literacy)
3-2.
Know the roles of the 3 types of neurons and how an impulse travels through a neuron and how it crosses the synapse. (CCS: 9b, 9d-e) (ESLR: Complex Thinking & Academic Literacy)
3-3.
Be able to explain how hormones provide internal feedback mechanisms for maintaining homeostasis. (CSS: 9*i) (ESLR: Complex Thinking & Academic Literacy)
Unit 4—Homeostasis Part 2 (The Immune, Circulatory & Respiratory Systems) Date Passed* Essential Skill 4-1.
Be able to explain differences between a bacteria and a virus in terms of their replication, structure and effect treatments. (CCS: 1c, 10c-d) (ESLR: Complex Thinking & Academic Literacy)
4-2.
Be able to explain the differences between the body’s specific and non-specific defenses. Give 3 examples of each type of defense. (CCS: 10a, 10*f) (ESLR: Complex Thinking & Academic Literacy)
4-3.
Be able to explain how the Circulatory System and the Respiratory System compliment each other in providing cells with nutrients and removing toxic waste products. (CCS: 9a) (ESLR: Complex Thinking & Academic Literacy)
Unit 5—Metabolism (Photosynthesis & Cellular Respiration) Date Passed* Essential Skill 5-1.
Be able to name the reactants and products of Photosynthesis. (CCS: 1f, 1i) (ESLR: Complex Thinking & Academic Literacy)
5-2.
Be able to name the reactants and products of Aerobic Respiration. (CCS: 1g, 1i) (ESLR: Complex Thinking & Academic Literacy)
5-3.
Explain how the reactants and products of photosynthesis and respiration relate to each other. (CCS: 1f-g, 6d) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
5-4.
Be able to describe the role of chemiosmosis in ATP production in the both photosynthesis and cellular respiration. (CSS: 1*i) (ESLR: Complex Thinking & Academic Literacy)
*This paper is for reference only. For official standings please check the online grading reports. Essential Skills are part of a mastery learning system. To have passed an Essential Skill means the student has mastered that particular content.
Advanced Biology Essential Skills Spring Semester Student Name:
Period:
Unit 6—Cellular Reproduction Date Passed* Essential Skill 6-1.
Be able to explain the difference between the types of cells produced and the chromosome number in mitosis and meiosis. (CCS: 2a-b, 2e) (ESLR: Complex Thinking & Academic Literacy)
6-2.
Be able to use a Karyotype to determine chromosome abnormalities and gender. (CCS: 2f) (ESLR: Complex Thinking & Academic Literacy)
6-3.
Describe how independent assortment and crossing over and random fertilization will contribute to genetic diversity. (CCS: 2c, d) (ESLR: Complex Thinking & Academic Literacy)
6-4.
Be able to estimate the distance between genetic loci using recombination frequency data. (CCS: 3*d) (ESLR: Complex Thinking & Academic Literacy)
Unit 7—Genetics Date Passed* Essential Skill 7-1.
Recognize the terms genotype, phenotype, dominant, recessive, heterozygous and homozygous. (CCS: 2g, 3a-b) (ESLR: Complex Thinking & Academic Literacy)
7-2.
Be able to show the expected phenotype and genotype ratios of the offspring for any single autosomal and sexlinked trait cross using a Punnett Square. (CCS: 2g, 3a) (ESLR: Complex Thinking & Academic Literacy)
7-3.
Use a pedigree to determine the probable mode of inheritance of a trait. (CCS: 3*c) (ESLR: Complex Thinking & Academic Literacy)
Unit 8—DNA & Biotechnology Date Passed* Essential Skill 8-1.
Be able to explain the structure of DNA, including the following terms: Nucleotide, Double Helix, complementary bases. (CCS: 5a-b) (ESLR: Complex Thinking & Academic Literacy)
8-2.
Be able to explain the difference between Transcription and Translation in terms of location in the cell, why they occur, and the nucleic acids (DNA, mRNA, rRNA, tRNA) involved. (CCS: 1d, 4a) (ESLR: Complex Thinking & Academic Literacy)
8-3.
Be able to use the Genetic Code to identify codons, anti-codons and amino acids from a DNA sequence. (CCS: 4a-e, *f) (ESLR: Complex Thinking & Academic Literacy)
8-4.
Know how genetic engineering can be used to alter cells by incorporating exogenous DNA into the cells. (CCS: 5c, *d & *e) (ESLR: Complex Thinking & Academic Literacy)
Unit 9—Evolution Date Passed* Essential Skill 9-1.
Explain how mutations, migration, random genetic drift, selective mating and natural selection leads to the evolution of a population. (CCS:6*g, 7a, 8a, c) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
9-2.
Be able to solve problems using the Hardy-Weinberg equations and explain why Hardy-Weinberg Equilibrium is not likely to appear in nature. (CSS: 7*e & *f) (ESLR: Complex Thinking & Academic Literacy)
9-3.
Describe how diversity/variations within a population increase a species’ chance of survival. (CCS: 7b-d, 8b) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
9-4.
List and describe five evidences for evolution. (CCS: 8c, 8e, *f & *g) (ESLR: Complex Thinking & Academic Literacy)
9-5.
Define speciation and explain how it occurs. (CCS: 8d) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
Unit 10—Ecology Date Passed* Essential Skill 10-1. Be able to draw, label and give examples of an energy pyramid with 4 levels. (CCS: 6e-f) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
10-2. Be able to explain how the biogeochemical cycles (water, carbon and nitrogen) cycle between abiotic and biotic factors in an ecosystem. (CCS: 6d) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy) 10-3. Know that biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. (CSS: 6a) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
10-4. Be able to analyze changes in population size in an ecosystem in relation to birth rate, immigration, emigration and death rate. (CSS: 6c) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy) 10-5. Be able to explain and give an example of problems associated with either removing a species from an ecosystem or introducing a non-native species to an ecosystem. (CCS: 6a-b) (ESLR: Global Responsibility, Complex Thinking & Academic Literacy)
