Indicators
3.1.1 The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems. Assessment Limits

 

3.1.2 The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism.
Assessment Limits

 

 

 

 

 

3.1.3 The student will be able to compare the transfer and use of matter and energy in photosynthetic and non-photosynthetic organisms. Assessment Limits

• Image Library of Biological Macromolecules : Includes basic information on biological macromolecules, including proteins and nucleic acids.
  
• Action Bioscience.org : A broad educational site encompassing the web site provides articles by scientists, science educators, and science students on issues related to seven bioscience challenges: environment, bio diversity, genomics, biotechnology, evolution, new frontiers in science, and bioscience education.
  
• The Virtual Library of Biochemistry and Cell Biology: A complete guide to Biochemistry, Molecular Biology and Cell Biology on the Web.

Expectation 3.2
The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms.

Indicators
3.2.1 The student will explain processes and the function of related structures found in unicellular and multicellular organisms Assessment Limits

 

 

3.2.2 The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism. Assessment Limits

• Mitosis Slam Dunk Power Point : An interactive program to answer the question; How do the steps of mitosis each contribute to the importance of cell reproduction? Program designed by BCPS.
• The Cell Cycle: An interactive explanation with graphics showing interphase, mitosis, and cytokinesis. Cell Division: An interactive showing how cells divide.
  
• Access Excellence@ The National Health Museum, About Biotech, Graphics Gallery :a series of labeled diagrams with explanations representing the important processes of biotechnology. Each diagram is followed by a summary of information, providing a context for the process illustrated.
  
• Online Biology Book : An overall look at a variety of topics from cells to ecosystem dynamics.

Expectation 3.3
The student will analyze how traits are inherited and passed on from one generation to another.

Indicators
3.3.1 The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring. Assessment Limits

3.3.2 The student will illustrate and explain how expressed traits are passed from parent to offspring. Assessment Limits

3.3.3 The student will explain how a genetic trait is determined by the code in a DNA molecule. . Assessment Limits

3.3.4 The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society, and/or the environment. Assessment Limits

• Regents Prep; Sexual Reproduction : Detailed exploration of the reproductive process with graphical discussion of crossing over and genetic recombination.
  
• DNA from the Beginning
  An animated primer on the basics of DNA, genes, and heredity. Auditory components.
  
• Biologica: Two sample WebLabs. Dragon Genetics introduces genotype to phenotype relationships.  Mendel's Peas demonstrates principles of Meiosis and Pedigree, then presents a challenging (but fun) problem requiring prior knowledge of genetics.
  
• Genetic Science Learning Center at the University of Utah : A site helping people understand how genetics affects their lives and society.

Expectation 3.4
The student will explain the mechanism of evolutionary change.

Indicators
3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population. Assessment Limits

3.4.2 The student will estimate degrees of relatedness among organisms or species. Assessment Limits

• DNA from the Beginning
  An animated primer on the basics of DNA, genes, and heredity. Auditory components.
  
• Genetic Science Learning Center at the University of Utah : A site helping people understand how genetics affects their lives and society.

Expectation 3.5
The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

Indicators
3.5.1 The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems. Assessment Limits

 

3.5.2 The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem. Assessment Limits

 

 

 

3.5.3 The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations. Assessment Limits

 

 

 

 

 

3.5.4 The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology. Assessment Limits

• World Resources Institute; Earth Trends: The gamut of environmental issues is addressed on this site, and each issue is illustrated with country profiles, maps, and research.
• US Department of State International Information Programs; USINFO.STATE.GOV : This site explains biodiversity and its importance, and offers profiles of biodiversity in four different ecological systems: coral reef, forest, wetland, and northland.
• Regents Prep: Living Environment :This site offers brief overviews of biotic vs. abiotic factors, energy flow, material cycles, organism relationships, biodiversity, and ecological succession.
• Biomes: Now and When, Current and Future: This BCPS designed research model walks students through the steps to answer the question: How do abiotic and biotic factors interact within a biome? Additional resources are linked in the "Gather Information" task bar.
• Biodiversity Hotspots: Conservation International (CI) focuses its efforts on 25 biologically rich areas around the world under significant threat of destruction.
• Introduction to Biomes: Offers graphic illustrations of food webs in six major biomes.

Expectation 3.6
The student will investigate a biological issue and develop an action plan.

Indicators
3.6.1 The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society, and the environment. They may select topics such as bio ethics, genetic engineering, endangered species, or food supply. (NTB)

3.6.2 The student will investigate a biological issue and be able to defend their position on topics such as animal rights, drug and alcohol abuse, viral diseases (e.g., AIDS), genetic engineering, bio ethics, bio diversity, population growth, global sustainability, or origin of life. (NTB)

Below are a few resources for students to conduct reseach to complete both indicators in Expectation 3.6

• Bioethics.com: The American Journal of Bioethics is a peer reviewed scholarly journal of bioethics.
• Cloning in Focus: A braod view of cloning, covering the process, history, risks and issues. Tactile component; allows participants to "click and clone".
• ASPCA: The American Society for the Prevention of Cruelty to Animals: A site full of resources to support and protect animals.
• National Geographic.com Human Impact: National Geographic looks at human impacts on the Earth and the environment such as pollution, dams, deforestation, desertification, and overpopulation.
  

Additional resources for research can be found on the BCPS Database Hompage.

Teacher Resource : Investigate the ethical, legal and social implications of new biotechnologies.

Expectation 1.1
The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science.

Indicators
1.1.1 The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.

1.1.2 The student will modify or affirm scientific ideas according to accumulated evidence.

1.1.3 The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.

1.1.4 The student will recognize data that are biased

1.1.5 The student will explain factors that produce biased data.

• NSTA Galapagos Education: Become a virtual "eco-tourist" on a new exploration of the Galapagos Islands. Determine what is accurate or false information as you click through a vitryual map of the islands and read a journal kept by a fellow eco-tourist.

Use the following research models to address these indicators:

• Stem Cell Research Should the federal government fund stem cell research on human embryonic tissue?
• The Spice of Life: Genetic Engineering How can the effects of DNA alteration be beneficial or harmful to the individual, society, and environment?
• Chewin' in the Chesapeake
  How does a human-caused stress placed on the environment affect the life in a food web?
• Fear of the Unknown: Parasites: How can parasite infection be avoided through the use of common health practices?

Expectation 1.2
The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

Indicators
1.2.1 The student will identify meaningful, answerable scientific questions.

1.2.2 The student will pose meaningful, answerable scientific questions.(NTB)

1.2.3 The student will formulate a working hypothesis.

1.2.4 The student will test a working hypothesis.(NTB)

1.2.5 The student will select appropriate instruments and materials to conduct an investigation.

1.2.6 The student will identify appropriate methods for conducting an investigation, including independent and dependent variables, and affirm the need for proper controls in an experiment.

1.2.7 The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.

1.2.8 The student will defend the need for verifiable data.

• Introduction to the Scientific Method: Step by step process for scientific inquiry.
• What is Scientific Inquiry?: An online chapter from the text Conceptual Physics, by Paul G. Hewitt, 9th edition, explaining explanations and models of the Scientific Inquiry Process.
  
• Scientific Inquiry and Technique: This page and the links at the left are designed to aid students in reviewing the following topics...scientific method, organization and analysis of data, lab safety, lab instrumentation, laboratory measurement, commonly used indicators, and dichotomous keys." (OSWEGO CITY SCHOOL DISTRICT) Learn how scientific experimentation works.
  
• Experimental Science Projects:This site gives you the basics for doing a science project. It carefully defines the scientific method, shows you step-by-step how to use the method, and guides you in interpreting the project's results. The site also features an example project to let you practice what you have learned.

Expectation 1.3
The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

Indicators
1.3.1 The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.(NTB)

1.3.2 The student will recognize safe laboratory procedures.

1.3.3 The student will demonstrate safe handling of the chemicals and materials of science.(NTB)

1.3.4 The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction.(NTB)

Expectation 1.4
The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

Indicators
1.4.1 The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).

1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.

1.4.3 The student will use experimental data from various investigators to validate results.

1.4.4 The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.

1.4.5 The student will check graphs to determine that they do not misrepresent results.

1.4.6 The student will describe trends revealed by data.

1.4.7 The student will determine the sources of error that limit the accuracy or precision of experimental results.

1.4.8 The student will use models and computer simulations to extend his/her understanding of scientific concepts.(NTB)

1.4.9 The student will use analyzed data to confirm, modify, or reject an hypothesis.

• Create a Graph: Use any data to create a variety of different graphs, including bar, line, area, pie and XY.

 

 

 

• Hurricanes in History: Where, When, and How?: Students work in pairs or groups to interpret graphs containing historical data of hurricanes, and then answer questions that assess their understanding and their ability to analyze the data.

 

 

• The Particle Pollution Report: Current Understanding of Air Quality and Emissions through 2003: A report from the US Environmental Protection Agency that summarizes recent long-term trends in fine particles, also known as PM 2.5 and larger particles known as PM 10

Expectation 1.5
The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.

Indicators
1.5.1 The student will demonstrate the ability to summarize data (measurements/observations).

1.5.2 The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.

1.5.3 The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.(NTB)

1.5.4 The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.

1.5.5 The student will create and/or interpret graphics. (scale drawings, photographs, digital images, etc.)

1.5.6 The student will read a technical selection and interpret it appropriately.

1.5.7 The student will use, explain, and/or construct various classification systems.

1.5.8 The student will describe similarities and differences when explaining concepts and/or principles.

1.5.9 The student will communicate conclusions derived through a synthesis of ideas.

• Microsoft Excel Tutorial: Students can learn to create charts and do mathematical computations for data analysis. This tutorial is to be used with Microsoft XP.
  

 

• Excel 2000 Tutorial: Learn to develop spreadsheets, format cells, set formulas and functions and design elements in Microsoft 2000.

 

• Create a Graph: Use any data to create a variety of different graphs, including bar, line, area, pie and XY.

 

• Classification of Living Things: An introduction to the principles of taxonomy with a focus on human classification categories

Expectation 1.6
The student will use mathematical processes.

Indicators
1.6.1 The student will use ratio and proportion in appropriate situations to solve problems.

1.6.2 The student will use computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets.(NTB)

1.6.3 The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude.

1.6.4 The student will manipulate quantities and/or numerical values in algebraic equations.

1.6.5 The student will judge the reasonableness of an answer.

• Graphing Vector Calculator: An interactive Java applet.
  

 

 

• Scientific Notation: an explanation of how to write numbers in scientific notation and expand numbers out of scientific notation, with practice exercises.

Expectation 1.7
The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.

Indicators
1.7.1 The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.

1.7.2 The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.

1.7.3 The student will describe the role of science in the development of literature, art, and music.(NTB)

1.7.4 The student will recognize mathematics as an integral part of the scientific process.(NTB)

1.7.5 The student will investigate career possibilities in the various areas of science.(NTB)

1.7.6 The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments.