| (D) compare the structures of viruses to cells and
explain how viruses spread and cause disease.
(6) Science concepts--biological structures, functions,
and processes. The student knows how an organism grows and the importance
of cell differentiation. The student is expected to:
(A) explain the importance of the cell cycle to the
growth of organisms, including an overview of the stages of the cell
cycle and deoxyribonucleic acid (DNA) replication models;
(B) explain the process of cell specialization through
cell differentiation, including the role of environmental factors;
and
(C) relate disruptions of the cell cycle to how they
lead to the development of diseases such as cancer.
(7) Science concepts--mechanisms of genetics. The student
knows the role of nucleic acids in gene expression. The student is
expected to:
(A) identify components of DNA, explain how the nucleotide
sequence specifies some traits of an organism, and examine scientific
explanations for the origin of DNA;
(B) describe the significance of gene expression and
explain the process of protein synthesis using models of DNA and ribonucleic
acid (RNA);
(C) identify and illustrate changes in DNA and evaluate
the significance of these changes; and
(D) discuss the importance of molecular technologies
such as polymerase chain reaction (PCR), gel electrophoresis, and
genetic engineering that are applicable in current research and engineering
practices.
(8) Science concepts--mechanisms of genetics. The student
knows the role of nucleic acids and the principles of inheritance
and variation of traits in Mendelian and non-Mendelian genetics. The
student is expected to:
(A) analyze the significance of chromosome reduction,
independent assortment, and crossing-over during meiosis in increasing
diversity in populations of organisms that reproduce sexually; and
(B) predict possible outcomes of various genetic combinations
using monohybrid and dihybrid crosses, including non-Mendelian traits
of incomplete dominance, codominance, sex-linked traits, and multiple
alleles.
(9) Science concepts--biological evolution. The student
knows evolutionary theory is a scientific explanation for the unity
and diversity of life that has multiple lines of evidence. The student
is expected to:
(A) analyze and evaluate how evidence of common ancestry
among groups is provided by the fossil record, biogeography, and homologies,
including anatomical, molecular, and developmental; and
(B) examine scientific explanations for varying rates
of change such as gradualism, abrupt appearance, and stasis in the
fossil record.
(10) Science concepts--biological evolution. The student
knows evolutionary theory is a scientific explanation for the unity
and diversity of life that has multiple mechanisms. The student is
expected to:
(A) analyze and evaluate how natural selection produces
change in populations and not in individuals;
(B) analyze and evaluate how the elements of natural
selection, including inherited variation, the potential of a population
to produce more offspring than can survive, and a finite supply of
environmental resources, result in differential reproductive success;
(C) analyze and evaluate how natural selection may
lead to speciation; and
(D) analyze evolutionary mechanisms other than natural
selection, including genetic drift, gene flow, mutation, and genetic
recombination, and their effect on the gene pool of a population.
(11) Science concepts--biological structures, functions,
and processes. The student knows the significance of matter cycling,
energy flow, and enzymes in living organisms. The student is expected
to:
(A) explain how matter is conserved and energy is transferred
during photosynthesis and cellular respiration using models, including
the chemical equations for these processes; and
(B) investigate and explain the role of enzymes in
facilitating cellular processes.
(12) Science concepts--biological structures, functions,
and processes. The student knows that multicellular organisms are
composed of multiple systems that interact to perform complex functions.
The student is expected to:
(A) analyze the interactions that occur among systems
that perform the functions of regulation, nutrient absorption, reproduction,
and defense from injury or illness in animals; and
(B) explain how the interactions that occur among systems
that perform functions of transport, reproduction, and response in
plants are facilitated by their structures.
(13) Science concepts--interdependence within environmental
systems. The student knows that interactions at various levels of
organization occur within an ecosystem to maintain stability. The
student is expected to:
(A) investigate and evaluate how ecological relationships,
including predation, parasitism, commensalism, mutualism, and competition,
influence ecosystem stability;
(B) analyze how ecosystem stability is affected by
disruptions to the cycling of matter and flow of energy through trophic
levels using models;
(C) explain the significance of the carbon and nitrogen
cycles to ecosystem stability and analyze the consequences of disrupting
these cycles; and
(D) explain how environmental change, including change
due to human activity, affects biodiversity and analyze how changes
in biodiversity impact ecosystem stability.
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