EL
SEGUNDO UNIFIED
EL SEGUNDO HIGH SCHOOL
Department: Science
Grade Level: 10 – 12
This course offers a third year of science to all students
following their introductory courses.
The aim of this advanced science course is to concentrate on a few
science concepts but learn them in greater detail than in a survey course.
Biology II uses marine science as a theme to connect the topics of diversity of
life, anatomical adaptations, and ecology conceptually. It is recommended for
any student who has an interest in marine biology and human physiology.
Using the oceans as
a theme, students will be able to expand their knowledge of topics found in the
California State Science Standards for Biology, Earth Science, Chemistry and
Physics.
Length: One
Year
Prerequisite for Enrollment: Biology 1AB or Life Science.
Recommendation for Enrollment: Chemistry or Earth Science
Type of Course: UC/CSU. Biology II is an elective
laboratory science course.
1a, 1b, etc
refer to
1. The fundamental life
processes of plants and animals depend on a variety of chemical reactions that
occur in specialized areas of the organism’s cells. As a basis for
understanding this concept:
a. Students know cells are
enclosed within semipermeable membranes that regulate
their interaction with their surroundings.(1a)
b. Students know how
prokaryotic cells, eukaryotic cells (including those from plants and animals),
and viruses differ in complexity and general structure.(1c)
c. Students know most
macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and
organisms are synthesized from a small collection of simple precursors.(1h)
2. Mutation and sexual
reproduction lead to genetic variation in a population. As a basis for
understanding this concept:
a. Students know new
combinations of alleles may be generated in a zygote through the fusion of male
and female gametes (fertilization).(2d)
b. Students know why
approximately half of an individual’s DNA sequence comes from each parent.(2e)
c. Students know the role of
chromosomes in determining an individual’s sex.(2f)
3. The genetic composition
of cells can be altered by incorporation of exogenous DNA into the cells. As a
basis for understanding this concept:
a. Students know how genetic
engineering (biotechnology) is used to produce novel biomedical and
agricultural products.(5c)
b.* Students know how
exogenous DNA can be inserted into bacterial cells to alter their genetic
makeup.(5e)
4. Stability in an ecosystem is a balance
between competing effects. As a basis for
understanding this concept:
a. Students know biodiversity
is the sum total of different kinds of organisms and is affected by alterations
of habitats.(6a)
b. Students know how to
analyze changes in an ecosystem resulting from changes in climate, human
activity, introduction of nonnative species, or changes in population size.(6b)
c. Students know how water,
carbon, and nitrogen cycle between abiotic resources
and organic matter in the ecosystem and how oxygen cycles through
photosynthesis and respiration.(6d)
d. Students know a vital part
of an ecosystem is the stability of its producers and decomposers.(6e)
e. Students know at each link
in a food web some energy is stored in newly made structures but much energy is
dissipated into the environment as heat. This dissipation may be represented in
an energy pyramid.(6f)
f.* Students know how to
distinguish between the accommodation of an individual organism to its
environment and the gradual adaptation of a lineage of organisms through
genetic change.(6g)
5. The frequency of an
allele in a gene pool of a population depends on many factors and may be stable
or unstable over time. As a basis for understanding this concept:
a. Students know why natural
selection acts on the phenotype rather than the genotype of an organism.(7a)
b. Students know variation
within a species increases the likelihood that at least some members of a
species will survive under changed environmental conditions.(7d)
6. Evolution is the result
of genetic changes that occur in constantly changing environments. As a basis
for understanding this concept:
a. Students know how natural
selection determines the differential survival of groups of organisms.(8a)
b. Students know a great
diversity of species increases the chance that at least some organisms survive
major changes in the environment.(8b)
c. Students know the effects
of genetic drift on the diversity of organisms in a population.(8c)
d.
Students know reproductive or
geographic isolation affects speciation.
e. Students know how to
analyze fossil evidence with regard to biological diversity, episodic
speciation, and mass extinction.(8e)
e.* Students know how to use
comparative embryology, DNA or protein sequence comparisons, and other
independent sources of data to create a branching dia-gram
(cladogram) that shows probable evolutionary
relationships.(8f)
7. As a result of the
coordinated structures and functions of organ systems, the internal environment
of the human body remains relatively stable (homeostatic) despite changes in
the outside environment. As a basis for understanding this concept:
a. Students know how the
complementary activity of major body systems provides cells with oxygen and
nutrients and removes toxic waste products such as carbon dioxide.(9a)
b. Students know how the
nervous system mediates communication between different parts of the body and
the body’s interactions with the environment.(9b)
c. Students know how feedback
loops in the nervous and endocrine systems regulate conditions in the body.(9c)
d. Students know the
functions of the nervous system and the role of neurons in transmitting
electrochemical impulses.(9d)
e. Students know the roles of
sensory neurons, interneurons, and motor neurons in
sensation, thought, and response.(9e)
f.* Students know the
individual functions and sites of secretion of digestive enzymes (amylases,
proteases, nucleases, lipases), stomach acid, and bile salts.(9f)
g.* Students know the
homeostatic role of the kidneys in the removal of nitrogenous wastes and the
role of the liver in blood detoxification and glucose balance.(9g)
h.* Students know the
cellular and molecular basis of muscle contraction, including the roles of
actin, myosin, Ca +2 , and ATP.(9f)
i.* Students know how
hormones (including digestive, reproductive, osmoregulatory)
provide internal feedback mechanisms for homeostasis at the cellular level and
in whole organisms.(9i)
8. Organisms have a variety
of mechanisms to combat disease. As a basis for under-standing the human immune
response:
a. Students know the role of
the skin in providing nonspecific defenses against infection.(10a)
b. Students know the role of
antibodies in the body’s response to infection.(10b)
c. Students know how
vaccination protects an individual from infectious diseases.(10c)
d. Students know there are
important differences between bacteria and viruses with respect to their requirements for
growth and replication, the body’s primary defenses against bacterial and viral
infections, and effective treatments of these infections.(10d)
e. Students know why an
individual with a compromised immune system (for example, a person with AIDS)
may be unable to fight off and survive infections by microorganisms that are
usually benign.(10e)
f.* Students know the roles
of phagocytes, B-lymphocytes, and T-lymphocytes.(10f)
9. The periodic table
displays the elements in increasing atomic number and shows how periodicity of
the physical and chemical properties of the elements relates to atomic
structure. As a basis for understanding this concept:
a. Students know how to
relate the position of an element in the periodic table to its atomic number
and atomic
10. Biological, chemical, and physical properties
of matter result from the ability of atoms to form bonds from electrostatic
forces between electrons and protons and between atoms and molecules. As a
basis for understanding this concept:
a. Students know atoms
combine to form molecules by sharing electrons to form covalent or metallic
bonds or by exchanging electrons to form ionic bonds.(2a)
b. Students know chemical
bonds between atoms in molecules such as H 2 , CH 4 , NH 3 , H 2 CCH 2 , N 2 , Cl
2 , and many large biological
molecules are covalent.(2b)
c. Students know salt
crystals, such as NaCl, are repeating patterns of
positive and negative ions held together by electrostatic attraction.(2c)
11. The kinetic molecular theory describes the
motion of atoms and molecules and explains the properties of gases. As a basis
for understanding this concept:
a. Students know the random
motion of molecules and their collisions with a surface create the observable
pressure on that surface.(4a)
b. Students know the random
motion of molecules explains the diffusion of gases.(4b)
c. Students know how to apply
the gas laws to relations between the pressure, temperature, and volume of any
amount of an ideal gas or any mixture of ideal gases.(4c)
12. Acids, bases, and salts are three classes of
compounds that form ions in water solutions. As a basis for understanding this
concept:
a. Students know the
observable properties of acids, bases, and salt solutions.(5a)
b. Students know acids are
hydrogen-ion-donating and bases are hydrogen-ion-accepting substances.(5b)
13. Solutions are homogenous mixtures of two or
more substances. As a basis for under-standing this concept:
a. Students know the
definitions of solute and solvent. (6a)
b. Students know how to
describe the dissolving process at the molecular level by
using the concept of random molecular motion.(6b)
c. Students know temperature,
pressure, and surface area affect the dissolving process.(6c)
d.* Students know how
molecules in a solution are separated or purified by the methods of
chromatography and distillation.(6d)
14. The bonding characteristics of carbon allow
the formation of many different organic molecules of varied sizes, shapes, and
chemical properties and provide the bio-chemical basis of life. As a basis for
understanding this concept:
a. Students know large
molecules (polymers), such as proteins, nucleic acids, and
starch, are formed by repetitive combinations of simple
subunits.(10a)
b. Students know the bonding
characteristics of carbon that result in the formation of a large variety of
structures ranging from simple hydrocarbons to complex polymers and biological
molecules.(10b)
c. Students know amino acids
are the building blocks of proteins.(10c)
15. Energy cannot be created
or destroyed, although in many processes energy is transferred to the
environment as heat. As a basis for understanding this concept:
a. Students know heat flow
and work are two forms of energy transfer between systems.(3a)
b. Students know that the
work done by a heat engine that is working in a cycle is the difference between
the heat flow into the engine at high temperature and the heat flow out at a
lower temperature (first law of thermodynamics) and that this is an example of
the law of conservation of energy.(3b)
f.* Students know the
statement “Entropy tends to increase” is a law of statistical probability that
governs all closed systems (second law of thermodynamics).(3f)
Physics
16. Waves have
characteristic properties that do not depend on the type of wave. As a basis
for understanding this concept:
a. Students know waves carry
energy from one place to another.(4a)
b. Students know how to
identify transverse and longitudinal waves in mechanical media, such as springs
and ropes, and on the earth (seismic waves).(4b)
c. Students know how to solve
problems involving wavelength, frequency, and wave speed.(4c)
Earth Science
17. Plate tectonics
operating over geologic time has changed the patterns of land, sea, and mountains on
Earth’s surface. As the basis for understanding this concept:
a. Students know features of
the ocean floor (magnetic patterns, age, and sea-floor topography) provide
evidence of plate tectonics.(3a)
b. Students know the
principal structures that form at the three different kinds of plate boundaries.(3b)
c. Students know how to
explain the properties of rocks based on the physical and chemical conditions
in which they formed, including plate tectonic processes.(3c)
d. Students know the
explanation for the location and properties of volcanoes that are due to hot
spots and the explanation for those that are due to subduction.(3f)
18. Energy enters the Earth
system primarily as solar radiation and eventually escapes as heat. As a basis
for understanding this concept:
a. Students know the relative
amount of incoming solar energy compared with Earth’s internal energy and the
energy used by society.(4a)
b. Students know the fate of
incoming solar radiation in terms of reflection, absorption, and photosynthesis.(4b)
c. Students know the
different atmospheric gases that absorb the Earth’s thermal radiation and the
mechanism and significance of the greenhouse effect.(4c)
19. Heating of Earth’s surface and atmosphere by
the sun drives convection within the atmosphere and oceans, producing winds and
ocean currents. As a basis for under-standing this concept:
a. Students know how
differential heating of Earth results in circulation patterns in the atmosphere
and oceans that globally distribute the heat.(5a)
b. Students know the
relationship between the rotation of Earth and the circular motions of ocean
currents and air in pressure centers.(5b)
d. Students know properties
of ocean water, such as temperature and salinity, can be used to explain the
layered structure of the oceans, the generation of horizontal and vertical
ocean currents, and the geographic distribution of marine organisms.(5d)
e. Students know rain forests
and deserts on Earth are distributed in bands at specific latitudes.(5e)
f.* Students know the
interaction of wind patterns, ocean currents, and mountain ranges results in
the global pattern of latitudinal bands of rain forests and deserts.(5f)
g.* Students know features of
the ENSO (El Niño southern oscillation) cycle in
terms of sea-surface and air temperature variations across the Pacific and some
climatic results of this cycle.(5g)
20. Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere, and within and
among organisms as part of biogeochemical cycles. As a basis for understanding
this concept:
a. Students know the carbon
cycle of photosynthesis and respiration.(7a)
b. Students know the global
carbon cycle: the different physical and chemical forms of carbon in the
atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among
these reservoirs.(7b)
21. The geology of
a. Students know the
importance of water to society, the origins of
Scientific progress is made
by asking meaningful questions and conducting careful investigations. As a
basis for understanding this concept and addressing the content in the other
four strands, students should develop their own questions and perform
investigations. Students will:
1. Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing
calculators) to perform tests, collect data,
analyze relationships, and display
data.(1a)
2. Identify possible reasons
for inconsistent results, such as sources of error or
uncontrolled conditions.(1c)
3. Formulate explanations by
using logic and evidence.(1d)
4. Solve scientific problems
by using quadratic equations and simple trigonometric, exponential, and
logarithmic functions.(1e)
5. Distinguish between
hypothesis and theory as scientific terms.
6. Recognize the usefulness
and limitations of models and theories as scientific
representations of reality.(lf)
7. Read and interpret
topographic and geologic maps.(lh)
8. Analyze the locations,
sequences, or time intervals that are characteristic of
natural phenomena (e.g., relative
ages of rocks, locations of planets over time,
and succession of species in an
ecosystem).(li)
9. Recognize the issues of
statistical variability and the need for controlled tests.
10 Recognize the cumulative
nature of scientific evidence.(lj)
11 Analyze situations and
solve problems that require combining and applying
concepts from more than one area of
science.(1l)
12 Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.(1m)
Introduction
to Marine Science
The Scientific Method
Natural Selection & Evolution
Navigation
Challenges
to Life in the Sea
Properties of Water
Osmoregulation
Photosynthesis
Diversity
of Life
Bacteria and Protists
Marine Plant-like Organisms
Marine Invertebrates
Marine Vertebrates
Vertebrate
Physiology
Ten Organ Systems
Comparative Anatomy
Physical
& Chemical Features of the Oceans
Plate Tectonics
Water Chemistry
Atmospheric Circulation
Waves & Tides
Marine
Ecology
Marine Communities
Humans and the Sea
INSTRUCTIONAL METHODS
A. Lecture & Discussion
(Integrate Core Knowledge)
B. Hands-on Activities (Communicate
Effectively)
C. Classwork and Homework (Develop
Individually)
D. Individual work (Develop
Individually)
E. Group work (Communicate
Effectively)
F. Projects (Think Critically)
G. Lab experiments (Think
Critically)
EVALUATION/GRADING OF
STUDENT WORK
A. Quizzes and Chapter Tests
B. Unit Tests
C. Final Exams
D. Group Participation
E. Projects
F. Written Essays
INSTRUCTIONAL MATERIALS
A. Textbook: Greene, Marine Science
B. For Sea Curriculum Lab
Activities
C. Nature Videos
D. Overhead Transparencies
F. Marine Biology Coloring Book