Grade 9

Grade 10

Grade 11

Grade 12

Domain A: Introduction to Biology

Standard: Students should be able to:

Define biology as a field of study, including its history and major branches.

Describe the nature of science and scientific inquiry, including the process of observation, hypothesis testing, and experimentation.

Explain the levels of organization in living systems, from cells to organisms to ecosystems.

Describe the diversity of life, including the classification of organisms into kingdoms, phyla, and species.

Distinguish the branches of biology and their characteristics.

Benchmark 1: Students will be able to distinguish between different sub-branches of Biology and their domains of application and describe the levels of organization in living systems, from cells to organisms to ecosystems.

N/A

[SLO: B-09-A-01]

1. Describe biology as the study of living organsims.

[SLO: B-09-A-02]

2. Explain with examples that biology has many sub-fields. Students should be able to distinguish in terms of the broad subject matter the below fields:

- Cell Biology

- Developmental Biology

- Genetics

- Epigenetics

- Structural Biology

- Disease Biology

- Neuroscience

- Ecology

- Evolution

- Plant Biology

- Marine Biology

- Immunology

- Xenobiology

[SLO: B-09-A-03]

3. Explain with examples that in the modern world biology is involved in many interdisciplinary fields. Students should be able to distinguish in terms of the broad subject matter the below fields:

- Biophysics

- Biochemistry

- Computational Biology

- Mathematical Biology

- BioEngineering

[SLO: B-09-A-04]

4. Explain with examples the importance of Biology. Why does it matter? Why should we care about it at all? Establish its importance by giving examples of medicines, agriculture, climate change, vaccines etc.

[SLO: B-09-A-05]

5. Describe the levels of organization for living organisms.

Biomolecules> Sub-cellular organelles > Cells > Tissues > Organs > Systems > Organisms

Domain B: Nature of Science in Biology

Standard: Students should be able to:

Describe the historical development of biology and its major contributions.

Apply the scientific method and its steps in biology.

Use observation, hypothesis, prediction, experimentation, and conclusion in scientific inquiry.

Evaluate the role of evidence, logic, and critical thinking in scientific investigation.

Benchmark 1: Students will be able to describe the history of biology and how the theory of knowledge works.

N/A

History of Biology:

[SLO: B-09-B-01]

1. Explain, with examples, that:

- civilisations across the world have, since before recorded history, studied the workings of natural world.

- to do science is to be involved in a community of inquiry with certain common principles, methodologies, understandings and processes (these have varied across geographically and historically)

[SLO: B-09-B-02]

2. Explain, with examples, that a 'scientific paradigm' is a theoretical model of how nature works

Theory of Knowledge in Biology:

[SLO: B-09-B-03]

3. State that an underlying assumption of science is that the universe has an independent, external reality accessible to human senses and amenable to human reason.

[SLO: B-09-B-04]

4. Know that the importance of evidence is a fundamental common understanding:

- Evidence can be obtained by observation or experiment. It can be gathered by human senses, primarily sight, but much modern science is carried out using instrumentation and sensors that can gather information remotely and automatically in areas that are too small, or too far away, or otherwise beyond human sense perception.

- Experimentation in a controlled environment, generally in laboratories, is the other way of obtaining evidence in the form of data, and there are many conventions and understandings as to how this is to be achieved.

[SLO: B-09-B-05]

5. State, with examples, how scientists speak of “levels of confidence” (or uncertainty) when discussing experimental outcomes.

[SLO: B-09-B-06]

6. Explain 'empiricism' as the idea that all knowledge is derived from sense-experience. Connect this with the philosophical view that evidence from the empirical world is more reliable than mathematical projection.

[SLO: B-09-B-07]

7. Explain 'rationalism' as the idea that knowledge should take precedent from reasoning, not sense-experience. Connect this with the philosophical view that mathematics is more reliable than the impressions made from empirical world.

[SLO: B-09-B-08]

8. Explain, with examples in the context of biology, the differences between induction, deduction and abduction in logic:

- Deductive reasoning is a logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true

- Inductive reasoning is a logical process involving making rational guesses based on data

- Abductive reasoning is inference that goes from an observation to a theory which accounts for the observation, ideally seeking to find the simplest and most likely explanation

[SLO: B-09-B-09]

9. Explain scientific reductionism as the philosophical view that complex interactions and entities can be reducted to the sum of their constituent parts (e.g. the brain)

[SLO: B-09-B-10]

10. Explain positivism as the view of science that holds that every rationally justifiable assertion can be scientifically verified or is capable of logical or mathematical proof

[SLO: B-09-B-11]

11. Explain Occam’s Razor as the principle that the simplest explanation is the ideal one; the one with the fewest assumptions

[SLO: B-09-B-12]

12. Explain falsifiability as the idea that a theory is scientific only if it makes assertions that can be disproven

[SLO: B-09-B-13]

13. Explain, with examples, that research in biology comes with ethical considerations and implications e.g. testing of drugs in humans during clinical trials, use of animal models in laboratory experiments, stem cell research, gene editing, nuclear research and possibilities of accidents and misuse of findings.

[SLO: B-09-B-14]

14. Explain, with examples, that scientists analyse data and look for patterns, trends and discrepancies, attempting to discover relationships and establish causal links. This is not always possible, so identifying and classifying observations and artefacts (eg types of galaxies or fossils) is still an important aspect of scientific work.

[SLO: B-09-B-15]

15. Recognize the below common cognitive biases/fallacies that can hinder sound scientific reasoning:

- the confirmation bias

- hasty generalizations

- post hoc ergo propter hoc (false cause)

- the straw man fallacy

- redefinition (moving the goal posts)

- the appeal to tradition

- false authority

- failing Occam's Razor

- argument from non-testable hypothesis

- begging the question

- fallacy of exclusion

- faulty analogy

Benchmark 2: Students will be able to explain the scientific method and its role in advancing our understanding of biological phenomena, including the steps of observation, hypothesis formation, experimentation, and conclusion.

N/A

Scientific Method:

[SLO: B-09-B-16]

16. Recognise that science is a collaborative field that requires interdisciplinary researchers working together to share knowledge and critique ideas

[SLO: B-09-B-17]

17. Explain the importance of peer review in quality control of scientific research:

- Scientists spend a considerable amount of time reading the published results of other scientists.

- They publish their own results in scientific journals after a process called peer review. This is when the work of a scientist or, more usually, a team of scientists is anonymously and independently reviewed by several scientists working in the same field who decide if the research methodologies are sound and if the work represents a new contribution to knowledge in that field.

- They also attend conferences to make presentations and display posters of their work.

- Publication of peer-reviewed journals on the internet has increased the efficiency with which the scientific literature can be searched and accessed.

- There are a large number of national and international organizations for scientists working in specialized areas within subjects.

[SLO: B-09-B-18]

18. Understand and use the terms 'hypothesis', 'theory' and 'law' in the context of research in the natural sciences

[SLO: B-09-B-19]

19. Explain, with examples of achievements made by scientists/researchers in biology, that the 'scientific method' in practice is not a linear process that goes from hypothesis to theory to law. For instance our understanding of evolution.

[SLO: B-09-B-20]

20. Explain, with examples, how:

a) scientific models, some simple, some very complex, based on theoretical understanding, are developed to explain processes that may not be observable.

b) computer-based mathematical models are used to make testable predictions, which can be especially useful when experimentation is not possible.

c) dynamic modelling of complex situations involving large amounts of data, a large number of variables and complex and lengthy calculations is only possible as a result of increased computing power.

d) models can sometimes be tested by using data from the past and used to see if they can predict the present situation. If a model passes this test, we gain confidence in its accuracy

[SLO: B-09-B-21]

21. Know that growth in computing power, sensor technology and networks has allowed scientists to collect large amounts of data:

- Streams of data are downloaded continuously from many sources such as remote sensing satellites and space probes and large amounts of data are generated in gene sequencing machines.

- Research involves analysing large amounts of this data, stored in databases, looking for patterns and unique events. This has to be done using software that is generally written by the scientists involved.

- The data and the software may not be published with the scientific results but would be made generally available to other researchers.

[SLO: B-09-B-22]

22. As well as collaborating on the exchange of results, scientists work on a daily basis in collaborative groups on a small and large scale within and between disciplines, laboratories, organizations and countries, facilitated even more by virtual communication. Examples of large-scale collaboration include:

– The Manhattan project, the aim of which was to build and test an atomic bomb. It eventually employed more than 130,000 people and resulted in the creation of multiple production and research sites that operated in secret, culminating in the dropping of two atomic bombs on Hiroshima and Nagasaki.

– The Human Genome Project (HGP), which was an international scientific research project set up to map the human genome. The $3-billion project beginning in 1990 produced a draft of the genome in 2000. The sequence of the DNA is stored in databases available to anyone on the internet.

– The IPCC (Intergovernmental Panel on Climate Change), organized under the auspices of the United Nations, is officially composed of about 2,500 scientists. They produce reports summarizing the work of many more scientists from all around the world.

– CERN, the European Organization for Nuclear Research, an international organization set up in 1954, is the world’s largest particle physics laboratory. The laboratory, situated in Geneva, employs about 2,400 people and shares results with 10,000 scientists and engineers covering over 100 nationalities from 600 or more universities and research facilities.

[SLO: B-09-B-23]

23. All the above examples are controversial to some degree and have aroused emotions among scientists and the public.

[SLO: B-09-B-24]

24. Scientists often work in areas, or produce findings, that have significant ethical and political implications:

- These areas include nuclear power, artificial intelligence development, exploring asteroids and planets in outerspace through processes like explosions and drilling, and weapons development.

- There are also questions involving intellectual property rights and the free exchange of information that may impact significantly on a society.

- Science is undertaken in universities, commercial companies, government organizations, defence agencies and international organizations. Questions of patents and intellectual property rights arise when work is done in a protected environment.

- Science has been used to solve many problems and improve humankind’s lot, but it has also been used in morally questionable ways and in ways that inadvertently caused problems. Advances in sanitation, clean water supplies and hygiene led to significant decreases in death rates but without compensating decreases in birth rates, this led to huge population increases with all the problems of resources, energy and food supplies that entails.

- Ethical discussions, risk–benefit analyses, risk assessment and the precautionary principle are all parts of the scientific way of addressing the common good.

[SLO: B-09-B-25]

25. Explain, with examples, the below elements of integrity in scientific work:

- results should not be fixed or manipulated or doctored.

- to help ensure academic honesty and guard against plagiarism, all sources are quoted and appropriate acknowledgment made of help or support.

- All science has to be funded and the source of the funding is crucial in decisions regarding the type of research to be conducted.

Domain C: Evolution and Biodiversity Classification

Standard: Students should be able to:

Define evolution and natural selection.

Explain the mechanisms of genetic variation and inheritance.

Describe how populations change over time and how speciation occurs.

Explain the evidence for common ancestry and the history of life on Earth.

Describe the major taxonomic categories and their characteristics, including the classification of organisms into species, genus, family, order, class, phylum, and kingdom.

Benchmark 1: Students will be able to explain the theory of evolution by natural selection and provide evidence for its occurrence.

Benchmark 1: Students will be able to distinguish evolution from creationism and explain the factors that influence evolution and inheritance.

[SLO: B-09-C-01]

1. Explain the theory of evolution.

[SLO: B-09-C-02]

2. Describe speciation.

[SLO: B-09-C-03]

3. Describe sources of variation which can lead to speciation and evolution.

[SLO: B-09-C-04]

4. Describe evidence of evolution with regards to the following

- Paleontology (fossil record)

- Comparative anatomy (homologous structures, vestigial structures)

- Selective breeding

[SLO: B-09-C-05]

5. Describe the history of evolutionary theories.

[SLO: B-09-C-06]

6. Explain the process of natural selection with examples.

[SLO: B-09-C-07]

07. Describe the scientific theories which go against the theory of evolution and the evidence that supports them.

[SLO: B-11-C-01]

• Describe creationism and the theory of evolution as two contradictory ideas.

[SLO: B-11-C-02]

• Explain how biogeography provides an evidence for evolution.

[SLO: B-11-C-03]

• Describe the evidences of evolution that come from paleontology, comparative anatomy and molecular biology.

[SLO: B-11-C-04]

• Differentiate between convergent and divergent evolution on the basis of inheritance of the homologous and analogous structures.

[SLO: B-11-C-05]

• Describe the theories that have been put forwarded about the mechanism of evolution of eukaryotes from prokaryotes

[SLO: B-11-C-06]

• Justify Lamarck as an early proponent of evolution.

[SLO: B-11-C-07]

• Describe the theory of inheritance of acquired characters, as proposed by Lamarck.

[SLO: B-11-C-08]

• Outline the steps of the evolution of the giraffe, as illustrated in Lamarckism.

[SLO: B-11-C-09]

• State the drawbacks in Lamarckism.

[SLO: B-11-C-10]

• Briefly describe the observations Darwin made during his voyage on HMS Beagle.

Benchmark 2: Students will be able to describe the process of classification and explain how taxonomy helps us understand the diversity of life on Earth.

Benchmark 2: Students will be able to describe different ideas and models provided to understand and explain evolution and inheritance

[SLO: B-09-C-08]

8. Describe advantages of classification.

[SLO: B-09-C-09]

9. Describe the history of classification schemes.

[SLO: B-09-C-10]

10. List the three distinct domains into which living organisms are broadly classified into.

[SLO: B-09-C-11]

11. List the taxonomic ranks of classification.

[SLO: B-09-C-12]

12. Outline the binomial nomenclature system.

[SLO: B-09-C-13]

13. Describe the complications of classifying viruses.

[SLO: B-11-C-11]

• Explain the theory of natural selection as proposed by Darwin.

[SLO: B-11-C-12]

• Describe the ideas of Charles Lyell, James Hutton and Thomas Malthus that contributed in the early development of Darwinism.

[SLO: B-11-C-13]

• Describe the role of Alfred Wallace in motivating Darwin to publish the theory of natural selection.

[SLO: B-11-C-14]

• Justify, on the grounds that both Wallace’s and Darwin’s papers were published in the Journal of the proceedings of the Linnaean Society, why the theory was attributed to Darwin.

[SLO: B-11-C-15]

• Describe the assumptions of the Hardy-Weinberg theorem and relate these to the factors that change the allelic frequencies of the population.

[SLO: B-11-C-16]

• Explain the concept of genetic drift (neutral selection).

[SLO: B-11-C-17]

• Define the concept of speciation and explain the mechanisms of speciation (allopatric, parapatric andsympatric speciation).

Domain D: Biomolecules

Standard: Students should be able to:

Describe the structure and function of the four main biomolecules: carbohydrates, lipids, proteins, and nucleic acids.

Explain the role of DNA as the genetic material and its role in heredity.

Describe the structure of DNA, including the double helix and the four nitrogenous bases.

Explain the process of DNA replication and its importance in cell division.

Describe the process of transcription and translation, including the role of RNA and ribosomes.

Benchmark 1: Students will be able to describe the chemical structure, properties and roles of the four major classes of biomolecules (carbohydrates, lipids, proteins, and nucleic acids).

Benchmark 1: Describe in detail the structure, chemistry and environment of the four major biomolecules, their types and reactions inside cells and tissues.

[SLO: B-09-D-01]

1. Explain the nature different types of chemical bonds found in Biology (hydrogen bonds, covalent bonds, wan Der Waals interactions, electrostatics interactions, hydrophobic and hydrophilic interactions etc), and sketch these chemical bonds

[SLO: B-09-D-02]

2. Outline the various types of common biomolecules (DNA, RNA, Proteins, Lipids, Carbohydrates) including their locations inside the cell and main roles.

[SLO: B-09-D-03]

3. Describe the following for proteins with examples:

- The role (“function”) of proteins

- The huge variety of possible structures of proteins

- The amino acids of proteins

- The types of chemical bonds present in proteins and their individual roles

- Identify the various types of chemical bonds in a diagram of protein structure

[SLO: B-09-D-04]

4. Describe the following for lipids with examples:

- The role (“function”) of lipids

- The structure of lipids

- The types of chemical bonds present in lipids and their individual roles

- Identify the various types of chemical bonds in a diagram of lipids structure

[SLO: B-09-D-05]

5. Describe the following for carbohydrates with examples:

- The role (“function”) of carbohydrates

- The structure of carbohydrates

- The types of chemical bonds present in carbohydrates and their individual roles

- Identify the various types of chemical bonds in a diagram of carbohydrate structure

[SLO: B-11-D-01]

• Introduce biochemistry and describe the approximate chemical composition of protoplasm.

[SLO: B-11-D-02]

• Distinguish carbohydrates, proteins, lipids and nucleic acids as the four fundamental kinds of biological molecules.

[SLO: B-11-D-03]

•  Describe and draw sketches of the dehydration-synthesis and hydrolysis reactions for the making and breaking of macromolecule polymers.

[SLO: B-11-D-04]

• Define carbohydrates and classify them.

[SLO: B-11-D-05]

• Distinguish the properties and roles of monosaccharides, write their empirical formula and classify them.

[SLO: B-11-D-06]

• Compare the isomers and stereoisomers of glucose.

[SLO: B-11-D-07]

• Distinguish the properties and roles of disaccharides and describe glycosidic bond in the transport disaccharides.

[SLO: B-11-D-08]

• Explain how the properties of water (high polarity, hydrogen bonding, high specific heat, high heat of vaporization, cohesion, hydrophobic exclusion, ionization and lower density of ice) make it the cradle of life.

[SLO: B-11-D-09]

• Distinguish the properties and roles of polysaccharides and relate them with the molecular structures of starch, glycogen, cellulose and chitin.

[SLO: B-11-D-10]

• Justify that the laboratory-manufactured sweeteners are “left-handed” sugars and cannot be metabolized by the “right-handed” enzymes.

[SLO: B-11-D-11]

• Define proteins and amino acids and draw the structural formula of amino acid.

[SLO: B-11-D-12]

• Outline the synthesis and breakage of peptide linkages.

[SLO: B-11-D-13]

• Justify the significance of the sequence of amino acids through the example of sickle cell hemoglobin.

[SLO: B-11-D-14]

• Classify proteins as globular and fibrous proteins.

[SLO: B-11-D-15]

• List examples and the roles of structural and functional proteins.

[SLO: B-11-D-16]

• Define lipids and describe the properties and roles of acylglycerols, phospholipids, terpenes and waxes.

[SLO: B-11-D-17]

• Illustrate the molecular structure (making and breaking) of an acylglycerol, a phospholipid and a terpene.

[SLO: B-11-D-18]

• Evaluate steroids and prostaglandins as important groups of lipids and describe their roles in living organisms.

[SLO: B-11-D-19]

• Define nucleic acids and nucleotides.

[SLO: B-11-D-20]

• Describe the molecular level structure of nucleotide.

[SLO: B-11-D-21]

• Distinguish among the nitrogenous bases found in the nucleotides of nucleic acids.

[SLO: B-11-D-22]

• Outline the examples of a mononucleotide (ATP) and a dinucleotide (NAD).

[SLO: B-11-D-23]

• Illustrate the formation of phosphodiester bond.

[SLO: B-11-D-24]

• Explain the double helical structure of DNA as proposed by Watson and Crick.

[SLO: B-11-D-25]

• Define gene is a sequence of nucleotides as part of DNA, which codes for the formation of a polypeptide.

[SLO: B-11-D-26]

• Explain the general structure of RNA.

[SLO: B-11-D-27]

• Distinguish in term of structures and roles, the three types of RNA.

[SLO: B-11-D-28]

• Define conjugated molecules and describe the roles of common conjugated molecules i.e. glycolipids, glycoproteins, lipoproteins and nucleoproteins.

Benchmark 2: Students will be able to explain the role of DNA in genetic information storage and transfer, including the structure of DNA, DNA replication, and the central dogma of molecular biology.

N/A

[SLO: B-09-D-06]

6.

a) Explain the following for DNA with examples:

- The role (“function”) of DNA

- The structure of DNA

- The letters (nucleotides) of DNA (A, T, G, C)

- The types of chemical bonds present in DNA and their individual roles

- Identify the various types of chemical bonds in a diagram of DNA structure

b) Define the following:

- A gene

- An allele

- A chromosome

- A karyotype

- A genome

c) Sketch a chromosome

[SLO: B-09-D-07]

7. Describe the following for RNA with examples:

- The role (“function”) of RNA

- The variety of structures of RNA

- The letters (nucleotides) of RNA (A, U, G, C)

- The types of chemical bonds present in RNA and their individual roles

- Identify the various types of chemical bonds in a diagram of RNA structure

[SLO: B-09-D-08]

8. Describe the following processes:

- The Central Dogma of Biology

- DNA Replication

- Transcription

- Translation

Domain E: Cells and Sub-cellular Organelles

Standard: Students should be able to:

Describe the structure and function of cells, including prokaryotic and eukaryotic cells.

Identify and describe the main subcellular organelles, including the nucleus, mitochondria, ribosomes, endoplasmic reticulum, Golgi apparatus, lysosomes, and peroxisomes.

Explain the role of the cell membrane and describe its structure.

Explain the process of cellular respiration and its role in producing energy.

Describe the process of cellular division, including mitosis and meiosis.

Benchmark 1: Students will be able to describe the structure of animal and plant cells and the structure and roles of different organelles inside the cells.

Benchmark 1: Students will be able to describe the function and draw the structure of cells and cell organelles, including the nucleus, mitochondria, ribosomes, and endoplasmic reticulum, and how they interact to maintain cellular homeostasis and communicate with each other.

[SLO: B-09-E-01]

1. Describe why are cells needed?

[SLO: B-09-E-02]

2. Sketch the structure of animal and plant cells and outline how their distinct characteristics provide unique advantages.

[SLO: B-09-E-03]

3. Identify different types of cells and sketch their structures (plant, animal, neurons, muscle, red blood cell, liver cell)?

[SLO: B-09-E-04]

4. Describe how the different structures provide unique characteristics to each cell type.

[SLO: B-09-E-05]

5. Describe and sketch different sub-cellular organelles (nucleus, mitochodria, cell membranes, proteasome etc). What are their roles? Outline how their individual structures enable them to carry out unit functions.

[SLO: B-09-E-06]

6. Explain the different steps in the cell cycle (including checkpoints).

[SLO: B-09-E-07]

7. Explain mitosis, meiosis and binary fission.

[SLO: B-09-E-08]

8. Describe intra and intercellular transport of materials.

[SLO: B-09-E-09]

9. Describe the concept of division of labour and how it applies to

- within cells (across sub-cellular organelles)

- multi-cellular organisms (across cells)

[SLO: B-09-E-10]

10. Sketch the process of mitosis and meiosis

[SLO: B-09-E-11]

11. Explain cell fate differentiation with diagrams.

[SLO: B-09-E-12]

12. Describe what types of situations would warrant an increase in cell division? What about reducing cell division?

[SLO: B-09-E-13]

13. Describe the unique advantages stem cells possess that make them incredibly useful.

[SLO: B-11-E-01]

1. Describe why cells are needed.

[SLO: B-11-E-02]

2. Sketch animal and plant cells.

[SLO: B-11-E-03]

3. Sketch the following sub-cellular organelles:

-mitochondria

-nucleus

-cell membrane

-cell wall

-proteasome

-chloroplast

- Golgi apparatus

- smooth endoplasmic reticulum

-lysosomes

-rough endoplasmic reticulum

-vesicles

-centrioles

-peroxisome

- proteasome

- vacuoles

- ribosomes

[SLO: B-11-E-04]

4. Describe the role and processes occurring in the following sub-cellular organelles:

-mitochondria

-nucleus

-cell membrane

-chloroplast

-lysosomes

-cell wall

-centrioles

-proteasome

- Golgi apparatus

- smooth endoplasmic reticulum

-rough endoplasmic reticulum

-vesicles

-peroxisome

- proteasome

- vacuoles

- ribosomes

[SLO: B-11-E-05]

5. Describe the function of cellular signaling.

[SLO: B-11-E-06]

6. Explain with examples different types of signaling cascades present in cells.

[SLO: B-11-E-07]

7. Explain how a signal from outside the cell can be enter the cell.

Benchmark 2: Students will be able to describe the different stages of cell division and the roles organelles have in this process.

Benchmark 2: Students will be able to understand terms such as stem cells, abiogenesis and the structure of cell membrane and its role in transport of material.

[SLO: B-09-E-14]

6. Explain the different steps in the cell cycle (including checkpoints).

[SLO: B-09-E-15]

7. Explain mitosis, meiosis and binary fission.

[SLO: B-09-E-16]

8. Describe intra and intercellular transport of materials.

[SLO: B-09-E-17]

9. Describe the concept of division of labour and how it applies to

- within cells (across sub-cellular organelles)

- multi-cellular organisms (across cells)

[SLO: B-09-E-18]

10. Sketch the process of mitosis and meiosis

[SLO: B-09-E-19]

11. Explain cell fate differentiation with diagrams.

[SLO: B-09-E-20]

12. Describe what types of situations would warrant an increase in cell division? What about reducing cell division?

[SLO: B-09-E-21]

13. Describe the unique advantages stem cells possess that make them incredibly useful.

[SLO: B-11-E-08]

8. Explain how stem cells are able to differentiate into any cell type.

[SLO: B-11-E-09]

9. Explain different types of stem cells and compare and contrast them.

[SLO: B-11-E-10]

10. Explain the advantages and disadvantages of using induced Pluripotent Stem Cells.

[SLO: B-11-E-11]

11. Describe the theory of abiogenesis.

[SLO: B-11-E-12]

12. Explain which types of evidence were used to prove the theory of abiogenesis wrong.

[SLO: B-11-E-13]

13. Explain the structure of the cell membrane and what techniques can be sued to study it.

[SLO: B-11-E-14]

14. Explain how different types of substances are transported across cell membranes with diagrams.

[SLO: B-11-E-15]

15. Differentiate between prokaryotic and eukaryotic cells with diagrams.

[SLO: B-11-E-16]

16. Explain the cell theory, how to validate it and exceptions to it.

[SLO: B-11-E-17]

17. Explain how the electron microscope works.

[SLO: B-11-E-18]

18. Write the chemical structure of a single phospholipid.

[SLO: B-11-E-19]

19. Describe endocytosis.

[SLO: B-11-E-20]

20. Describe exocytosis.

[SLO: B-11-E-21]

21. Compare and contrast simple and facilitated diffusion.

[SLO: B-11-E-22]

22. Explain in great detail the steps of mitosis with diagrams.

[SLO: B-11-E-23]

23. Explain in great detail the steps of meiosis with diagrams.

Domain F: Tissue, Organs and Systems

Standard: Students should be able to:

Describe the structure and function of tissues, including epithelial, connective, muscle, and nervous tissue.

Explain the role of organs in maintaining homeostasis.

Describe the structure and function of the major organ systems, including the circulatory, digestive, respiratory, nervous, endocrine, muscular, and skeletal systems.

Explain how the different organ systems interact to maintain homeostasis in the body.

Describe how diseases can affect the functioning of organ systems.

Benchmark 1: Students will be able to describe the four basic types of tissues (epithelial, connective, muscle, and nervous), their constituent cells and explain their structure and functions.

N/A

[SLO: B-09-F-01]

1. Distinguish between tissues, organs and systems with examples.

[SLO: B-09-F-02]

2. Describe the concept of emergent properties and how it applies to the following:

- going from sub-cellular organelles to cells

- going from cells to tissues

- going from tissues to organs

- going from organs to systems

- going from systems to living organisms

[SLO: B-09-F-03]

3. Describe how the muscle tissue coordinates the actions of muscle cells to achieve movement.

[SLO: B-09-F-04]

4. Describe how different types of tissue come together to form the stomach organ in the human body.

[SLO: B-09-F-05]

5. Describe how different types of tissue come together to form the brain organ in the human body.

[SLO: B-09-F-06]

6. Describe how different types of organs come together to form the nervous system in the human body.

[SLO: B-09-F-07]

7. Describe how different types of organs come together to form the digestive system in the human body.

Benchmark 2: Students will be able to explain the structure and function of major organ systems in animals, including the digestive, respiratory, cardiovascular, nervous, endocrine, and reproductive systems.

N/A

[SLO: B-09-F-08]

8. Describe how different types of systems come together to form the human body.

[SLO: B-09-F-09]

9. Describe how the blood is circulated inside the human body.

[SLO: B-09-F-10]

10. Explain how blood is used to transport materials throughout the human body.

[SLO: B-09-F-11]

11. Explain different types of organs connected to the blood system and their roles.

[SLO: B-09-F-12]

12. Describe the different components of blood.

[SLO: B-09-F-13]

13. Explain the cell types found in blood and their roles.

[SLO: B-09-F-14]

14. Explain the structure of the heart with a diagram.

[SLO: B-09-F-15]

15. Explain common heart diseases.

[SLO: B-09-F-16]

16. Explain the harmful effects of smoking.

[SLO: B-09-F-17]

19. Explain how the urinary system filters human blood with diagrams.

[SLO: B-09-F-18]

20. Explain how gases are exchanged through the respiratory system in humans.

Benchmark 3: Understand what homeostasis means and describe major plant organs.

N/A

[SLO: B-09-F-19]

17. Describe the advantages of homeostasis.

[SLO: B-09-F-20]

18. Explain how various organs and systems of the human body work to maintain homeostasis.

[SLO: B-09-F-21]

21. Explain plant physiology in terms of structures and roles of various plant organs.

Domain G: Metabolism

Standard: Define metabolism and describe how it is related to cellular respiration and photosynthesis.

Explain the role of enzymes in metabolic reactions and describe the process of enzyme-catalyzed reactions.

Define enzymes and explain their role in metabolic reactions.

Describe the factors that affect enzyme activity, including temperature, pH, and substrate concentration.

Explain the importance of enzymes in maintaining homeostasis and how disturbances can lead to disease.

Benchmark 1: Students will be able to describe the concepts of metabolism, anabolism and catabolism, and explain how enzymes help in metabolism.

Benchmark 1: Explain in detail how photosynthesis occurs and understand the processes involved.

[SLO: B-09-G-01]

1. Describe metabolism, catabolism and anabolism with examples.

[SLO: B-09-G-02]

2. Describe which metabolic reactions happen in humans and plants.

[SLO: B-09-G-03]

3. Outline metabolic pathways inside humans.

[SLO: B-09-G-04]

4. Describe how enzymes enhance metabolic reactions.

[SLO: B-09-G-05]

5. Describe what factors could influence enzyme catalysis.

[SLO: B-09-G-06]

6. Describe competitive, non-competitive inhibition.

[SLO: B-11-G-01]

• Explain the role of light in photosynthesis

[SLO: B-11-G-02]

• Identify the two general kinds of photosynthetic pigments (carotenoids and chlorophylls)

[SLO: B-11-G-03]

• Describe the roles of photosynthetic pigments in the absorption and conversion of light energy

[SLO: B-11-G-04]

• Differentiate between the absorption spectra of chlorophyll ‘a’ and ‘b’

[SLO: B-11-G-05]

• Describe the arrangement of photosynthetic pigments in the form of photosystem-I and II.

[SLO: B-11-G-06]

• State the role of CO2 as one of the raw materials of photosynthesis.

[SLO: B-11-G-07]

• Explain, narrating the experimental work done, the role of water in photosynthesis.

[SLO: B-11-G-08]

• Describe the events of non-cyclic photophosphorylation and outline the cyclic photophosphorylation.

[SLO: B-11-G-09]

• Explain the Calvin cycle (the regeneration of RuBP should be understood in outline only.

[SLO: B-11-G-10]

• Explain the process of anaerobic respiration in terms of glycolysis and conversion of pyruvate into lacticacid or ethanol.

[SLO: B-11-G-11]

• Outline (naming the reactants and products of each step of) the events of glycolysis.Illustrate the conversion of pyruvate to acetyl-CoA.

[SLO: B-11-G-12]

• Outline (naming the reactants and products of each step of) the steps of Krebs cycle.

[SLO: B-11-G-13]

• Explain the passage of electron through electron transport chain.

[SLO: B-11-G-14]

• Describe chemiosmosis and relate it with electron transport chain.

[SLO: B-11-G-15]

• Explain the substrate-level phosphorylation during which exergonic reactions are coupled with thesynthesis of ATP.

[SLO: B-11-G-16]

• Justify the importance of PGAL in photosynthesis and respiration.

[SLO: B-11-G-17]

• Outline the cellular respiration of proteins and fats and correlate these with that of glucose.

[SLO: B-11-G-18]

• Define photorespiration and outline the events occurring through it.

[SLO: B-11-G-19]

• Rationalize how the disadvantageous process of photorespiration evolved.

[SLO: B-11-G-20]

• Explain the effect of temperature on the oxidative activity of RuBP carboxylase.

[SLO: B-11-G-21]

• Outline the process of C 4 photosynthesis as an adaptation evolved in some plants to deal with the problem of photorespiration.

Benchmark 2: Students will be able to explain the processes of cellular respiration and photosynthesis and the energy conversions.

N/A

[SLO: B-09-G-07]

7. Explain the role of ATP as energy currency.

[SLO: B-09-G-08]

8. Explain how photosynthesis occurs in plants.

[SLO: B-09-G-09]

9. Explain how aerobic respiration occurs in muscle cells.

[SLO: B-09-G-10]

10. Explain how anaerobic respiration occurs in muscle cells.

[SLO: B-09-G-11]

11. Describe the induced fit model and its advantages over the lock and key model for enzymes.

[SLO: B-09-G-12]

12. Describe how chicken in any meal would ultimately be converted into useful materials and transported to a cell.

Domain H: Nervous System

Standard: Students should be able to:

Describe the structure and function of the nervous system, including the central and peripheral nervous systems.

Explain the role of neurons in transmitting and processing information.

Describe the process of neurotransmission and how it affects the functioning of the nervous system.

Explain how the nervous system regulates and coordinates body functions, including the role of reflex arcs.

Describe the relationship between the nervous system and the endocrine system and how they work together to regulate body functions.

Benchmark 1: Students will be able to describe the organization of the nervous system into the central and peripheral nervous system, and explain the role of the brain, spinal cord, and nerves in transmitting signals and coordinating responses.

N/A

[SLO: B-10-H-01]

Explain the structure of the nervous system and its role.

[SLO: B-10-H-02]

2. Describe the central nervous system.

[SLO: B-10-H-03]

3. Describe the peripheral nervous system.

[SLO: B-10-H-04]

4. Sketch a neuron.

[SLO: B-10-H-05]

5. Outline types of neurons.

[SLO: B-10-H-06]

6. Describe the structural differences a neuron has compared to other cells which enable its unique function.

[SLO: B-10-H-07]

7. Describe a stimuli with examples.

[SLO: B-10-H-08]

8. Describe membrane potential, resting potential and action potentials for neurons.

[SLO: B-10-H-09]

9. Explain synapses.

[SLO: B-10-H-10]

10. Sketch a synpase.

[SLO: B-10-H-11]

11. Describe neurotransmitters.

[SLO: B-10-H-12]

12. Explain the Endocrine system with examples.

[SLO: B-10-H-13]

13. Describe and explain through sketching a diagram how the nervous system would be involved when a person accidentally touches something painfully hot and withdraws their hands as a reflex..

Domain I: Reproduction and Inheritance

Standard: Students should be able to:

Describe the processes of reproduction in organisms, including asexual and sexual reproduction.

Explain the role of meiosis in producing genetically diverse offspring.

Describe the structure and function of gametes and the role of fertilization in sexual reproduction.

Explain the patterns of inheritance, including dominant and recessive traits, and how they are influenced by genes and chromosomes.

Describe how genetic variation and mutations can lead to evolutionary change.

Describe the central dogma of molecular biology, which outlines the flow of genetic information from DNA to RNA to protein.

Explain the basic structure and function of genes, including the role of codons and introns.

Distinguish between different types of inheritance patterns, including dominant and recessive traits, and sex-linked traits.

Benchmark 1: Students will be able to explain the differences between asexual and sexual reproduction, and describe the steps involved in the process of fertilization, development, and birth.

Benchmark 1: Students will be able to explain the central dogma of molecular biology and describe the structure of nucleotides and their roles in making up DNA and RNA and their replication, transcription, and translation.

[SLO: B-10-I-01]

Describe the role of hormones in both male and female sexual development.

[SLO: B-10-I-02]

2. Describe sexual reproduction in humans.

[SLO: B-10-I-03]

3. Describe asexual reproduction mechanisms with examples.

[SLO: B-10-I-04]

4. Describe mechanisms of reproduction in plants.

[SLO: B-10-I-05]

5. Describe sexual determination in humans.

[SLO: B-10-I-06]

6. Sketch chromosomes.

[SLO: B-10-I-07]

7. Describe genotype and phenotype.

[SLO: B-10-I-08]

8. Describe mendelian inheritance patterns.

[SLO: B-10-I-09]

9. Describe non-mendelian inheritance patterns.

[SLO: B-10-I-10]

10. Describe genetic recombination.

[SLO: B-10-I-11]

11. Describe monohybrid and dihybrid phenotypes.

[SLO: B-10-I-12]

12. Sketch the structures of male and female sex cells.

[SLO: B-10-I-13]

13. Describe human pregnancy with a diagram.

[SLO: B-10-I-14]

14. Describe the need and procedure of IVF.

[SLO: B-10-I-15]

15. Describe how identical twins are born.

[SLO: B-11-I-01]

• Define nucleic acids and nucleotides.

[SLO: B-11-I-02]

• Describe the molecular level structure of nucleotide.

[SLO: B-11-I-03]

• Distinguish among the nitrogenous bases found in the nucleotides of nucleic acids.

[SLO: B-11-I-04]

• Outline the examples of a mononucleotide (ATP) and a dinucleotide (NAD).

[SLO: B-11-I-05]

• Illustrate the formation of phosphodiester bond.

[SLO: B-11-I-06]

• Explain the double helical structure of DNA as proposed by Watson and Crick.

[SLO: B-11-I-07]

• Define gene is a sequence of nucleotides as part of DNA, which codes for the formation of a polypeptide.

[SLO: B-11-I-08]

• Explain the general structure of RNA.

[SLO: B-11-I-09]

• Distinguish in terms of structures and roles, the three types of RNA.

N/A

Benchmark 2: Students will be able to explain the laws of inheritance, including the principles of dominant and recessive genes, segregation, and independent assortment, and demonstrate an understanding of how traits are passed from one generation to the next.

[SLO: B-11-I-10]

• Associate inheritance with the laws of Mendel.

[SLO: B-11-I-11]

• Explain the law of independent assortment, using a suitable example.

[SLO: B-11-I-12]

• Express limitations in the law and its usefulness.

[SLO: B-11-I-13]

• State the scope of independent assortment in variation.

[SLO: B-11-I-14]

• Evaluate that inheritance of genes and their mixing during fertilization is based on mathematical probabilities.

[SLO: B-11-I-15]

• Describe the exceptions to the Mendel’s laws of inheritance.

[SLO: B-11-I-16]

• Explain incomplete dominance and exemplify it through the inheritance of flower color in 4 O’ clock plant.

[SLO: B-11-I-17]

• Differentiate between incomplete dominance and co-dominance.

[SLO: B-11-I-18]

• Describe multiple alleles and state the alleles responsible for the trait of ABO blood groups.

[SLO: B-11-I-19]

• Explain the case where two alleles have equal dominance and through the genetics of human blood group AB.

[SLO: B-11-I-20]

• Name the various human blood group systems.

[SLO: B-11-I-21]

• Associate multiple alleles with the ABO blood group system.

[SLO: B-11-I-22]

• Investigate the reasons for O-ve individual as the Universal donor and AB +ve as the Universal recipient.

[SLO: B-11-I-23]

• Describe the occurrence of some other blood group systems.

[SLO: B-11-I-24]

• Associate the positive and negative blood groups with the presence and absence of Rh factor.

[SLO: B-11-I-25]

• Justify why Rh incompatibility could be a danger to the developing fetus and mother.

[SLO: B-11-I-26]

• Explain Erythroblastosis foetalis in the light of antigen-antibody reaction.

[SLO: B-11-I-27]

• Suggest measures to counter the problem of Erythroblastosis foetalis before it occurs.

[SLO: B-11-I-28]

• Explain the terms; polygenic and epistasis.

[SLO: B-11-I-29]

• Describe polygenic inheritance, using suitable examples from plants (grain color in wheat) and animals (skin color in man).

[SLO: B-11-I-30]

• List at least five polygenic traits discovered in humans.

[SLO: B-11-I-31]

• Relate polygenic inheritance with epistasis.

[SLO: B-11-I-32]

• Give one example of epistasis from mammals (coat color inheritance in Labrador retrievers) and one from plants (pigment phenotype in foxgloves) and justify modified Mendelian ratios.

[SLO: B-11-I-33]

• Describe the terms gene linkage and crossing over.

[SLO: B-11-I-34]

• Explain how gene linkage counters independent assortment and crossing-over modifies the progeny.

[SLO: B-11-I-35]

• Exemplify the concept of gene linkage by quoting the example of wing length and width of abdomen in Drosophila melanogaster.

[SLO: B-11-I-36]

• Suggest why linkage could be observed / evaluated only if the number of progeny is quite large.

[SLO: B-11-I-37]

• Explain the XX-XY mechanism of sex determination in Drosophila and mammals.

[SLO: B-11-I-38]

• Describe the XX-XO and ZZ-ZW sex determination systems and evaluate by studying the karyotype.

[SLO: B-11-I-39]

• Identify the difference between homogametic and heterogametic conditions in the karyotype of male and female humans.

[SLO: B-11-I-40]

• Identify male and female individuals from the karyotype of Drosophila and man.

[SLO: B-11-I-41]

• Solve the genetics problems related to XX-XY, XX-XO and ZZ-ZW sex determination.

[SLO: B-11-I-42]

• Describe the concept of sex-linkage.

[SLO: B-11-I-43]

• Explain the inheritance of sex-linked traits (eye color) in Drosophila.

[SLO: B-11-I-44]

• Describe the sex-linked inheritance of male characters due to Y-chromosome and the effect of Hollandric genes.

[SLO: B-11-I-45]

• Describe sex-influenced and sex-limited traits with common examples from human genetics.

[SLO: B-11-I-46]

• Describe the X- linked disorders with reference to the patterns of inheritance.

[SLO: B-11-I-47]

• Describe sex-influenced and sex-limited traits with common examples from human genetics.

[SLO: B-11-I-48]

• Describe the X- linked disorders with reference to the patterns of inheritance.

[SLO: B-11-I-49]

• Name some of the sex-linked disorders of man and drosophila.

[SLO: B-11-I-50]

• Critically analyze the inheritance of Haemophilia, colour blindness and muscular dystrophy.

[SLO: B-11-I-51]

• Evaluate incomplete and co-dominance as variations of Mendel’s research.

[SLO: B-11-I-52]

• Derive an idea to get alternatives of blood transfusion (reference could be made to synthesized plasma and serum).

[SLO: B-11-I-53]

• Justify why a recessive blood group allele of ‘i’ is more frequent in population.

[SLO: B-11-I-54]

• Justify blood donation as a service to suffering humanity.

[SLO: B-11-I-55]

• Name and explain the techniques employed for embryonic screening e.g., Amniocentesis.

[SLO: B-11-I-56]

• Suggest ways to save lives through the knowledge gained in this chapter.

[SLO: B-11-I-57]

• Describe how the field of genetics has progressed to a more applied science.

[SLO: B-11-I-58]

• Justify the effectiveness of some of the treatments of haemophilia.

[SLO: B-11-I-59]

• Critically analyze the history of chromosomal theory with reference to Correns’ work.

[SLO: B-11-I-60]

• Critically analyze the experiments of T. H. Morgan in support of the above-mentioned theory.

[SLO: B-11-I-61]

• Annotate the detailed structure of a chromosome.

[SLO: B-11-I-62]

• Describe the concept of gene and gene locus.

[SLO: B-11-I-63]

• Explain the concept of alleles as the alternative forms of a gene.

[SLO: B-11-I-64]

• Narrate the experimental work of Griffith and Hershey-Chase, which proved that DNA is the hereditary material.

[SLO: B-11-I-65]

• Describe the three models proposed about the mechanism of DNA replication.

[SLO: B-11-I-66]

• Narrate the work of Meselson and Stahl to justify the semi-conservative replication as the correct method of replication.

[SLO: B-11-I-67]

• Describe the events of the process of DNA replication.

[SLO: B-11-I-68]

• Explain DNA stability and variability as two characters of the replicating DNA molecule.

[SLO: B-11-I-69]

• Describe the central dogma of gene expression.

[SLO: B-11-I-70]

• Define gene and genetic code.

[SLO: B-11-I-71]

• Describe the characteristics of genetic code (universal, triplet, non-overlapping, degenerate, punctuated).

[SLO: B-11-I-72]

• Differentiate between the terms genetic code and codon.

[SLO: B-11-I-73]

• Explain the mechanism of transcription.

[SLO: B-11-I-74]

• Explain why the length of transcribed mRNA molecule (in Eukaryotes) shortens as it enters the cytoplasm for translation.

[SLO: B-11-I-75]

• Describe the mechanism of protein synthesis.

[SLO: B-11-I-76]

• State the difference between protein synthesis in prokaryotes and eukaryotes.

[SLO: B-11-I-77]

• Suggest possible ways in which the synthesized protein can be used within or outside a cell that synthesized it.

[SLO: B-11-I-78]

• State the importance of the regulation of gene expression.

[SLO: B-11-I-79]

• Describe the negative control of gene expression by repressor proteins.

[SLO: B-11-I-80]

• Describe the positive control of gene expression by activator proteins.

[SLO: B-11-I-81]

• Relate gene expression with introns and exons.

[SLO: B-11-I-82]

• Define mutation and identify various sources of mutation.

[SLO: B-11-I-83]

• Differentiate between natural and induced mutations and mutagens.

[SLO: B-11-I-84]

• Justify that most mutations are harmful.

[SLO: B-11-I-85]

• Rationalize that mutations might be a contributing factor towards evolution.

[SLO: B-11-I-86]

• Describe the symptoms, causes and possible available treatments of some of the chromosomal mutations. (Down’s, Klinefelter’s and Turner’s syndrome)

[SLO: B-11-I-87]

• Describe the symptoms, causes and possible available treatments of some of the gene mutations.

Domain J: Disease and Immunity

Standard: Students should be able to:

Describe the causes of diseases, including infectious and non-infectious diseases.

Explain the role of pathogens, including viruses, bacteria, fungi, and parasites, in causing disease.

Describe the body's immune response to pathogens, including the role of white blood cells, antibodies, and the complement system.

Explain how vaccines work and the importance of herd immunity.

Describe how genetic factors can affect susceptibility to disease and describe examples of inherited diseases.

Explain the mechanisms of immune tolerance and autoimmunity and their impact on human health.

Describe the role of vaccines in preventing disease and the mechanism of action of various vaccine types, including live attenuated, inactivated, and subunit vaccines.

Benchmark 1: Students will be able to explain the mechanisms of the immune system, including the role of white blood cells, antibodies, and vaccines, and describe how they protect the body against invading pathogens and promote recovery from infection.

Benchmark 1: Students should be able to explain the functioning and interplay of the various components of the immune system and human body in identifying and combating pathogens.

[SLO: B-10-J-01]

1. Define disease, illness and infection and pathogen.

[SLO: B-10-J-02]

2. List the different types of pathogens.

[SLO: B-10-J-03]

3. List the roles of the immune system.

[SLO: B-10-J-04]

4. Explain the components of the immune system covering the following;

- Lymphatic system (lymph nodes)

- Types of immune cells and their roles

- Innate immunity, adaptive immunity and the three lines of defense

[SLO: B-10-J-05]

5. Describe the process of blood clotting.

[SLO: B-10-J-06]

6. Describe how antibodies are produced.

[SLO: B-10-J-07]

7. Describe how antibodies eliminate pathogens.

[SLO: B-10-J-08]

14. Describe how vaccines help boost immunity to different pathogens with examples.

[SLO: B-12-J-01]

• Describe the structural features of human skin that make it an impenetrable barrier against invasion by microbes.

[SLO: B-12-J-02]

• Explain how oil and sweat glands within the epidermis inhibit the growth and also kill microorganisms.

[SLO: B-12-J-03]

• Recognize the role of the acids and enzymes of the digestive tract in killing bacteria present in food.

[SLO: B-12-J-04]

• State the role of the ciliated epithelium of the nasal cavity and the mucous of the bronchi and bronchioles in trapping airborne microorganisms.

[SLO: B-12-J-05]

• Describe the role of macrophages and neutrophils in killing bacteria.

[SLO: B-12-J-06]

• Explain how Natural Killer (NK) cells kill cells infected by microbes and cancer cells.

[SLO: B-12-J-07]

• State how the proteins of the complement system kill bacteria and how interferons inhibit viruses from infecting cells.

[SLO: B-12-J-08]

• State the events of the inflammatory response as a generalized, nonspecific defense.

[SLO: B-12-J-09]

• Outline the release of pyrogens by microbes and their effect on the hypothalamus to boost the body's temperature.

[SLO: B-12-J-10]

• List the ways that fever kills microbes.

[SLO: B-12-J-11]

• Categorize the immune system as providing specific defense and acting as the most powerful means of resisting infection.

[SLO: B-12-J-12]

• Identify monocytes, T-cells, and B-cells as components of the immune system.

[SLO: B-12-J-13]

• State inborn and acquired immunity as the two basic types of immunity.

[SLO: B-12-J-14]

• Differentiate between active and passive immunity as the two types of acquired immunity.

[SLO: B-12-J-15]

• Describe the role of T-cells in cell-mediated immunity.

[SLO: B-12-J-16]

• Describe the role of B-cells in antibody-mediated immunity.

[SLO: B-12-J-17]

• Describe the role of T-cells and B-cells in transplant rejections.

[SLO: B-12-J-18]

• Describe the discovery of monoclonal antibodies and justify how this accomplishment revolutionized many aspects of biological research.

Benchmark 2: Understand how numerous illnesses like Diabtes, Cancer, COVID-19, Alzheimer's, and other prevalent diseases harm the body and the measures that are taken to treat them.

Benchmark 2: Describe the types of vaccines, their mechanisms of action and the types of acquired immunity.

[SLO: B-10-J-09]

8. Describe the discovery of penicillin.

[SLO: B-10-J-10]

9. Describe how Diabetes harms the human body and its types.

[SLO: B-10-J-11]

10. Describe how cancer harms the human body.

[SLO: B-10-J-12]

11. Describe how Covid-19 harms the human body.

[SLO: B-10-J-13]

12. Describe the harmful effects of Alzheimer’s disease.

[SLO: B-10-J-14]

13. Describe the harmful effects of severe combined immunodeficiency (SCID).

[SLO: B-10-J-15]

15. Describe how resistance develops in bacteria.

[SLO: B-10-J-16]

16. Explain what plant diseases are prevalent inside Pakistan, how they affect etc plants health and yield and what treatments or cures are available (with diagrams as needed).

[SLO: B-10-J-17]

17. Describe the advantages of personalized therapy?

[SLO: B-10-J-18]

18. Describe what are orphan drugs, biologics, and generics in the context of the pharmaceutical world.

[SLO: B-12-J-19]

• State the inborn and acquired immunity as the two basic types of immunity.

[SLO: B-12-J-20]

• Differentiate the two types of acquired immunity (active and passive immunity).

[SLO: B-12-J-21]

• Identify the process of vaccination as a means to develop active acquired immunity.

[SLO: B-12-J-22]

• Draw the structural model of an antibody molecule.

[SLO: B-12-J-23]

• Explain the role of memory cells in long-term immunity.

[SLO: B-12-J-24]

• Define allergies and correlate the symptoms of allergies with the release of histamines.

[SLO: B-12-J-25]

• Describe the autoimmune diseases.

N/A

Benchmark 3: Describe the mechanism of transfer, spread and treatment of diseases like Cancer, COVID-19, Alzheimer's and Lupus.

Cancer:

[SLO: B-12-J-26]

• Define cancer

[SLO: B-12-J-27]

• List how having cancer kills a human being.

[SLO: B-12-J-28]

• Describe how a cancer spreads through the body using blood vessels.

[SLO: B-12-J-29]

• Describe how a cancer spreads through the body using the lymphatic system.

[SLO: B-12-J-30]

• Explain how mutations can make a cancer more aggressive

[SLO: B-12-J-31]

• Describe why it is important to map the genome of a tumor before beginning cancer treatment

[SLO: B-12-J-32]

• Explain why it is better to classify a tumor based off of its accumulated genetic mutations instead of its physical location.

[SLO: B-12-J-33]

• Describe immuno-oncology with examples of some recent approved immune-oncology drugs.

[SLO: B-12-J-34]

• Describe how smoking increases the risk of cancer.

[SLO: B-12-J-35]

• Describe how screening is important for breast and prostate cancer.

Alzheimers.

[SLO: B-12-J-36]

• Define Alzheimer's.

[SLO: B-12-J-37]

• Describe the current understanding of how Alzheimer's begins.

[SLO: B-12-J-38]

• Describe how Alzheimer's progresses.

[SLO: B-12-J-39]

• Explain any current treatments for Alzheimer's and their mechanisms of action.

[SLO: B-12-J-40]

• Describe how exercise could play a role in reducing the risk of Alzheimer's.

[SLO: B-12-J-41]

• Describe how good sleep could play a role in reducing the risk of Alzheimer's.

[SLO: B-12-J-42]

• Describe how a good diet could play a role in reducing the risk of Alzheimer's.

Covid-19.

[SLO: B-12-J-43]

• Describe how the Covid-19 virus is suspected of entering humans from animals.

[SLO: B-12-J-44]

• Describe Covid-19 virus’s mechanism of action which causes respiratory problems.

[SLO: B-12-J-45]

• Describe how certain mutations enhanced the virulence of the Covid-19 virus.

[SLO: B-12-J-46]

• Describe long covid and its lasting effects on patients.

[SLO: B-12-J-47]

• Describe how mRNA vaccines protect against Covid-19.

[SLO: B-12-J-48]

• Describe how Russia’s Sputnik-V vaccine protects against Covid-19.

[SLO: B-12-J-49]

• Compare and contrast diabetes type I and II.

[SLO: B-12-J-50]

• Describe the harmful effects on the body of diabetes on the human body.

[SLO: B-12-J-51]

• Describe the role of genetics in diabetes.

[SLO: B-12-J-52]

• Describe how exercise can help in reducing the risk of diabetes.

[SLO: B-12-J-53]

• Describe how exercise can help reduce the severity of diabetes.

[SLO: B-12-J-54]

• Describe how a good diet can help in reducing the risk of diabetes.

[SLO: B-12-J-55]

• Describe how good diet can help reduce the severity of diabetes.

[SLO: B-12-J-56]

• Explain the mechanism of action of drug treatments that doctors prescribe for diabetes I.

[SLO: B-12-J-57]

• Explain the mechanism of action of drug treatments that doctors prescribe for diabetes II.

Lupus:

[SLO: B-12-J-58]

• Describe lupus.

[SLO: B-12-J-59]

• Explain its mechanism of action.

[SLO: B-12-J-60]

• Explain the mechanism of action of drug treatments that doctors prescribe for lupus.

Domain K: Biotechnology

Standard: Students should be able to:

Describe the application of biotechnology in various fields, including medicine, agriculture, and industry.

Explain the principles of genetic engineering and recombinant DNA technology, including gene cloning, PCR, and sequencing.

Describe the process of gene cloning and how it is used in biotechnology.

Describe the use of biotechnology in producing therapeutic proteins, including vaccines, monoclonal antibodies, and growth hormones.

Explain the principles of synthetic biology, including metabolic engineering, gene circuit design, and biosensors.

Benchmark 1: Explain the basic principles of biotechnology, and applications in agriculure, medicine, gene editing, marine bilogy, envirnoment and industry.

Benchmark 1: Describe the role of biotechnology in addressing global issues, including organ transplant, healthcare and environment.

[SLO: B-10-K-01]

1. Define biotechnology.

[SLO: B-10-K-02]

2. Explain with examples how food biotechnology has advanced agriculture especially inside Pakistan.

[SLO: B-10-K-03]

3. Explain with examples how medical biotechnology has advanced healthcare in diabetes and cancer.

[SLO: B-10-K-04]

4. Describe the potential advantages that genetic editing provide with examples in the context of medicine and agriculture.

[SLO: B-10-K-05]

5. Describe with examples the benefits of marine biotechnology.

[SLO: B-10-K-06]

6. Describe how bioremediation can help us in taking better care of our environment with an example.

[SLO: B-10-K-07]

7. Explain the concept and applications of industrial biotechnology with examples.

[SLO: B-10-K-08]

8. Describe how using biotechnology, you could make glow in the dark fish or rabbits?

[SLO: B-12-K-01]

• Describe how vertical food farms (soil free) work.

[SLO: B-12-K-02]

• Compare and contrast the advantages of vertical food farms with general agricultural practices prevalent in Pakistan.

[SLO: B-12-K-03]

• Explain the current state of efforts regarding growing organs in labs to be transplanted into human bodies.

[SLO: B-12-K-04]

• Explain the current research into anti-aging medications and treatments.

[SLO: B-12-K-05]

• Explain the potential of CRISPR in treating genetic diseases.

Domain L: Biostatistics and Data Handling

Standard: Students should be able to:

Define biostatistics and explain its role in biology.

Explain the process of collecting, organizing, and analyzing data in biology.

Describe various statistical methods used in biology, including descriptive statistics, inferential statistics, and hypothesis testing.

Explain the importance of proper data management, including data accuracy and data security.

Describe how data can be represented graphically, including bar graphs, histograms, and scatterplots.

Benchmark 1: Collect, analyze, and interpret data using appropriate statistical methods, including graphical representation and analysis.

Benchmark 1: Analyze data and apply statistical techniques to make sense of it better, use different plotting techniques to graph the data, and carry out different statistical tests relevant for the nature of data.

[SLO: B-10-L-01]

1. Describe biostatistics and its use.

[SLO: B-10-L-02]

2. Define mean, median, standard deviation, range, percentile.

[SLO: B-10-L-03]

3. Calculate mean, median, standard deviation, range, percentile from a given set of data.

[SLO: B-10-L-04]

4. Calculate correlation between two sets of data.

[SLO: B-10-L-05]

5. Sketch a line of best fit for a given set of data.

[SLO: B-10-L-06]

6. Sketch a bar chart for a given set of data.

[SLO: B-10-L-07]

7. Sketch error bars based off of range or standard deviation for a given set of data on a bar chart.

[SLO: B-10-L-08]

8. Deduce and sketch the appropriate type of figure or chart for a given set of data and/or experiment (bar chart, pie chart, x-y axis data figure etc).

[SLO: B-12-L-01]

• Sketch error bars based off of range or standard deviation for a given set of data on a bar chart.

[SLO: B-12-L-02]

• Deduce and sketch the appropriate type of figure or chart for a given set of data and/or experiment (bar chart, pie chart, x-y axis data figure etc).

[SLO: B-12-L-03]

• Make the appropriate chart in Microsoft excel with proper title, labelled axes, legend, axes units.

[SLO: B-12-L-04]

• Design an appropriate experiment with a control group and dependent, independent and control variables.

[SLO: B-12-L-05]

• Choose, implement and correctly represent the results of the correct statistical test given the nature of the data and experiment from among the following:

t-test

ANOVA

Turkey Test

Correlation

R-squared value

Domain M: Structural Biology and Computational Biology

Standard: Students should be able to: Describe the study of the three-dimensional structures of biological molecules, including proteins, DNA, and RNA.

Explain the techniques used in structural biology, including X-ray crystallography, nuclear magnetic resonance spectroscopy, and cryo-electron microscopy.

Describe the role of structural biology in understanding biological function and disease.

Define computational biology and explain its role in biology.

Describe the application of computational methods in various areas of biology, including genetics, genomics, systems biology, and evolution.

Benchmark 1: Students will be able to explain the molecular basis of biological structure and function and different techniques used to estimate these structures.

N/A

[SLO: B-10-M-01]

Define structural biology.

[SLO: B-10-M-02]

2. Describe how X-ray crystallography works.

[SLO: B-10-M-03]

3. Describe how Nuclear Magnetic Resonance (NMR) works.

[SLO: B-10-M-04]

4. Describe how Cryo-Electron Microscopy works.

[SLO: B-10-M-05]

5. Compare and contrast the strengths and weaknesses of X-ray crystallography, NMR and Cryo-Electron Microscopy.

[SLO: B-10-M-06]

6. Describe why structure determination of biomolecules is important.

[SLO: B-10-M-07]

7. Outline the online databases where biomolecule structures are available.

Benchmark 2: Students should develop an understanding of computational applications, and its applications in understanding structural biology, evolution, genomics, proteomics, and biological structures in addition to its role in agriculuture and industry.

N/A

[SLO: B-10-M-08]

8. Describe computational Biology.

[SLO: B-10-M-09]

9. Describe:

-       sequence homology.

-       different softwares one can use to perform sequence homology of various biomolecules and their advantages.

[SLO: B-10-M-10]

10. Describe:

-       structural homology.

-      

different softwares one can use to perform structural homology of various biomolecules

[SLO: B-10-M-11]

11. Describe systems biology with examples.

[SLO: B-10-M-12]

12. Describe how computational biology is used to study evolution.

[SLO: B-10-M-13]

13. Describe genomics and the advantages of studying it.

[SLO: B-10-M-14]

14. Describe proteomics and the advantages of studying it.

[SLO: B-10-M-15]

15. Describe with examples how computational biology can be used to build useful models of biological systems.

[SLO: B-10-M-16]

16. Describe how the drug development process works in the pharmaceutical industry.

[SLO: B-10-M-17]

17. Describe the role structural biology plays in drug discovery.

[SLO: B-10-M-18]

18. Describe the role structural biology plays in drug development process.

[SLO: B-10-M-19]

19. Describe the role computational biology plays in drug discovery.

[SLO: B-10-M-20]

20. Describe the role computational biology plays in drug development.

Domain N: Enzymes

Standard: Students will be able to:

Define enzymes, their properties and their importance in metabolism

Describe the mechanism of enzyme action, including the role of enzymes in substrate binding and the effect of changes in temperature and pH on enzyme activity

Discuss how enzymes are regulated, including allosteric regulation and feedback inhibition

Explain how enzymes are classified based on the type of reaction they catalyze

Analyze the role of enzymes in specific metabolic pathways, including glycolysis, the citric acid cycle, and oxidative phosphorylation.

N/A

Benchmark 1: Students will be able to explain the role of enzymes in biological systems, including the facilitation of chemical reactions and regulation of metabolic pathways.

[SLO: B-11-N-01]

• Describe the structure of enzyme.

[SLO: B-11-N-02]

• Explain the role and component parts of the active site of an enzyme.

[SLO: B-11-N-03]

• Differentiate among the three types of co-factors i.e. in organic ions, prosthetic group and co-enzymes, with examples.

[SLO: B-11-N-04]

• Explain the mechanism of enzyme action through Induced Fit Model, comparing it with Lock and Key Model.

[SLO: B-11-N-05]

• Justify why the Induced Fit model is a better model for enzymes compared to the lock and Key model.

[SLO: B-11-N-06]

• Explain how an enzyme catalyzes specific reactions.

[SLO: B-11-N-07]

• Define energy of activation and explain through graph how an enzyme speeds up a reaction by lowering the energy of activation.

N/A

Benchmark 2: Students will be able to describe the factors that affect enzyme activity, including temperature, pH, substrate concentration, and inhibitors, and explain how these factors can be used to control enzyme activity.

[SLO: B-11-N-08]

• Describe the effect of temperature on the rate of enzyme action

[SLO: B-11-N-09]

• Compare the optimum temperatures of enzymes of human and thermophilic bacteria.

[SLO: B-11-N-10]

• Describe the range of pH at which human enzymes function

[SLO: B-11-N-11]

• Compare the optimum pH of different enzymes like trypsin, pepsin, pepane.

[SLO: B-11-N-12]

• Describe how the concentration of enzyme affects the rate of enzyme action.

[SLO: B-11-N-13]

• Explain the effect of substrate concentration on the rate of enzyme action

[SLO: B-11-N-14]

• Describe enzymatic inhibition, its types and its significance.

[SLO: B-11-N-15]

• Name the molecules which act as inhibitors.

[SLO: B-11-N-16]

• Categorize inhibitors into competitive and non-competitive inhibitors.

[SLO: B-11-N-17]

• Explain feedback inhibition.

[SLO: B-11-N-18]

• Describe why it is easy to inhibit enzymes with deep, well-defined pockets and hard to inhibit enzymes having only smooth structural surfaces with no pockets.

[SLO: B-11-N-19]

• Classify enzymes on the basis of the reactions catalyzed (oxido-reductases, transferases, hydrolases, isomerases, and ligases).

[SLO: B-11-N-20]

• Classify enzymes on the basis of the substrates they use (lipases, diastase, amylase, proteases etc).

Domain O: Ecology

Standard: Students will be able to:

Describe the role of living organisms in their environment, including the relationships between and among biotic and abiotic factors.

Describe the structure and function of ecosystems, including biomes, communities, populations, and individuals.

Analyze the effects of human activities on the environment and the impact on biodiversity.

Evaluate the methods used to monitor and manage environmental resources, such as habitat restoration and conservation.

Describe the processes that drive the cycling of matter and energy in ecosystems, including photosynthesis, cellular respiration, and decomposition.

N/A

Benchmark 1: Students will be able to describe and explain the basic principles of ecology, tropic levels and energy transfer between them.

• [SLO: B-11-O-01]

Define species and list their characteristics.

• [SLO: B-11-O-02]

Distinguish between the various modes of nutrition different species possess.

• [SLO: B-11-O-03]

Define a community and list its characteristics.

• [SLO: B-11-O-04]

Define a population and list its characteristics.

• [SLO: B-11-O-05]

Describe how light energy is converted into chemical energy.

• [SLO: B-11-O-06]

Outline why energy is lost from an ecosystem.

• [SLO: B-11-O-07]

Define trophic levels.

• [SLO: B-11-O-08]

Describe why energy is lost between trophic levels.

N/A

Benchmark 2: Students will be able to analyze and interpret ecological data, including species interactions, food webs, energy flow, and nutrient cycling. Additionally, students will be able to evaluate and discuss the impacts of human activities (e.g., pollution, habitat destruction, introduction of non-native species) on ecosystems and biodiversity.

• [SLO: B-11-O-09]

Explain the greenhouse effect.

• [SLO: B-11-O-10]

Describe the greenhouse gases and their harmful effects on the environment.

• [SLO: B-11-O-11]

Describe why coral reefs are used as a barometer for the health of an aquatic ecosystem.

• [SLO: B-11-O-12]

Define biogeochemical cycles and locate the primary reservoirs of the chemicals in these cycles.

• [SLO: B-11-O-13]

Describe water cycle in detail.

• [SLO: B-11-O-14]

Define the terms aquifers and water table.

• [SLO: B-11-O-15]

Describe nitrogen cycle in detail.

• [SLO: B-11-O-16]

Define the terms of nitrogen-fixation, nitrification, de-nitrification and ammonification.

• [SLO: B-11-O-17]

Describe productivity in terms of gross primary productivity and net primary productivity.

• [SLO: B-11-O-18]

Explain the flow of energy in successive trophic levels.

• [SLO: B-11-O-19]

Interpret the pyramids of number, biomass and energy.

• [SLO: B-11-O-20]

Define ecological succession as the process through which ecosystems change from simple to complex.

• [SLO: B-11-O-21]

Describe primary and secondary succession.

• [SLO: B-11-O-22]

Differentiate between xerarch and hydrarch succession.

• [SLO: B-11-O-23]

Explain the xerarch succession on a bare rock starting from the small pockets of lichens to the vegetations of flowering plants.

• [SLO: B-11-O-24]

Describe characteristics of a population, such as growth, density, distribution, carrying capacity, minimum/viable size.

• [SLO: B-11-O-25]

Explain, using demographic principles, problems related to the rapid growth of human populations and the effects of that growth on future generations (e.g., relate the carrying capacity of the Earth to the growth of populations and their consumption of resources).

Domain P: Prokaryotes, Protists and Fungi

Standard: Students will be able to:

Explain the differences in structure and function between prokaryotic and eukaryotic cells.

Classify and describe the diversity of organisms within the domains of Bacteria and Archaea.

Describe the unique characteristics and functions of protists, including those that are unicellular, colonial, or multicellular.

Explain the importance of fungi in the ecosystem, including their role in decomposition, nutrient cycling, and symbiotic relationships with other organisms.

Compare and contrast the different modes of nutrition and lifestyle of prokaryotes, protists, and fungi.

N/A

Benchmark 1: Students will be able to distinguish and compare the structures and functions of prokaryotes, protists, and fungi.

[SLO: B-11-P-01]

Outline the taxonomic position of prokaryotes in terms of domains archaea and bacteria and in terms of kingdom monera.

[SLO: B-11-P-02]

• Explain the phylogenetic position of prokaryotes.

[SLO: B-11-P-03]

• Justify the occurrence of bacteria in the widest range of habitats.

[SLO: B-11-P-04]

• List the diagnostic features of the major groups of bacteria.

[SLO: B-11-P-05]

• Justify why cyanobacteria are considered as the most prominent of the photosynthetic bacteria

[SLO: B-11-P-06]

• Describe detailed structure and chemical composition of bacterial cell wall and other coverings.

[SLO: B-11-P-07]

• Compare cell wall differences in Gram-positive and Gram-negative bacteria.

[SLO: B-11-P-08]

• Explain the great diversity of shapes and sizes found in bacteria.

N/A

Benchmark 2: Evaluate the molecular and genetic structures of Bacteria and their life cycles.

[SLO: B-11-P-09]

• Justify the endospore formation in bacteria to withstand unfavorable conditions.

[SLO: B-11-P-10]

• Explain motility in bacteria.

[SLO: B-11-P-11]

• Describe structure of bacterial flagellum.

[SLO: B-11-P-12]

• Describe genomic organization of bacteria.

[SLO: B-11-P-13]

• Classify bacteria on the basis of methods of obtaining energy and carbon.

[SLO: B-11-P-14]

• Describe autotrophic and heterotrophic nutrition in bacteria.

[SLO: B-11-P-15]

• Explain the pigment composition in cyanobacteria.

[SLO: B-11-P-16]

• Differentiate between the photosynthesis mechanisms in cyanobacteria and other photosynthetic bacteria.

[SLO: B-11-P-17]

• List the phases in the growth of bacteria.

[SLO: B-11-P-18]

• Describe different methods of reproduction in bacteria.

[SLO: B-11-P-19]

• Explain how mutations and genetic recombinations lend variability to bacterial reproduction.

N/A

Benchmark 3: Explain the ecological significance of these organisms, including their role in nutrient cycling, decomposition, and mutualistic relationships.

[SLO: B-11-P-20]

• Describe bacteria as recyclers of nature.Outline the ecological and economic importance of bacteria.

[SLO: B-11-P-21]

• Explain the use of bacteria in research and technology.

[SLO: B-11-P-22]

• Describe important bacterial diseases in man e.g. cholera, typhoid, tuberculosis, and pneumonia; emphasizing their symptoms, causative bacteria, treatments, and preventative measures.

[SLO: B-11-P-23]

• Describe important bacterial diseases in plants in terms of spots, blights, soft rots, wilts, and galls; emphasizing their symptoms, causative bacteria, and preventative measures.

[SLO: B-11-P-24]

• Define the term normal flora.

[SLO: B-11-P-25]

• List the important bacteria that make the normal bacterial flora residing in the oral cavity, respiratory andurinogenital tracts and large intestine of man.

[SLO: B-11-P-26]

• Describe the benefits of the bacterial flora of humans.

[SLO: B-11-P-27]

• List the chemical and physical methods used to control harmful bacteria.

[SLO: B-11-P-28]

• Explain protists as a diverse group of eukaryotes that has polyphyletic origin and defined only byexclusion from other groups.

[SLO: B-11-P-29]

• Describe the salient features with examples of protozoa, algae, myxomycota and oomycota as the majorgroups of protists.

[SLO: B-11-P-30]

• Justify how protists are important for humans.

[SLO: B-11-P-31]

• Classify fungi into zygomycota, ascomycota and basidiomycota and give the diagnostic features of eachgroup.

[SLO: B-11-P-32]

• Explain yeast as unicellular fungi that are used for baking and brewing and are also becoming veryimportant for genetic research.

[SLO: B-11-P-33]

• Name a few fungi from which antibiotics are obtained.

[SLO: B-11-P-34]

• Explain the mutualism established in mycorrhizae and lichen associations.

[SLO: B-11-P-35]

• Give examples of edible fungi.

[SLO: B-11-P-36]

• Describe the ecological impact of fungi causing decomposition and recycling of materials.

[SLO: B-11-P-37]

• Explain the pathogenic role of fungi.

Domain Q: Acellular life

Standard: Students will be able to:

Describe the characteristics and diversity of acellular life, including viruses and viroids.

Explain the replication and infection cycles of viruses.

Compare and contrast the structure and function of virus particles.

Analyze the impacts of viruses on human health and the environment.

Evaluate the current methods for controlling and preventing viral infections.

N/A

Benchmark 2: Students should be able to analyze the role of acellular life forms in maintaining the balance of ecosystems, causing diseases, and in biotechnology applications.

[SLO: B-11-Q-01]

• Justify the status of viruses among living and non-living things.

[SLO: B-11-Q-02]

• Trace the history of viruses since their discovery.

[SLO: B-11-Q-03]

• Classify viruses on the bases of their hosts and structure.

[SLO: B-11-Q-04]

• Explain the structure of a model bacteriophage, flu virus and HIV.

[SLO: B-11-Q-05]

• Justify why a virus must have a host cell to parasitize in order to complete its life cycle.

[SLO: B-11-Q-06]

• Explain how a virus survives inside a host cell, protected from the immune system.

[SLO: B-11-Q-07]

• Determine the method a virus employs to survive/ pass over unfavorable conditions when it does nothave a host to complete the life cycle.

[SLO: B-11-Q-08]

• Describe the Lytic and Lysogenic life cycles of a virus.

N/A

Benchmark 2: Students should be able to analyze the role of acellular life forms in maintaining the balance of ecosystems, causing diseases and the treatment of these diseases.

[SLO: B-11-Q-09]

• Outline the usage of bacteriophage in genetic engineering.

[SLO: B-11-Q-10]

• Explain the life cycle of HIV.

[SLO: B-11-Q-11]

• Justify the name of the virus i.e., “Human Immunodeficiency Virus” by establishing T-helper cells asthe basis of immune system.

[SLO: B-11-Q-12]

• Reason out the specificity of HIV on its host cells.

[SLO: B-11-Q-13]

• List the symptoms of AIDS.

[SLO: B-11-Q-14]

• Explain opportunistic diseases that may attack an AIDS victim.

[SLO: B-11-Q-15]

• Describe the treatments available for AIDS.

[SLO: B-11-Q-16]

• List some common control measures against the transmission of HIV.

[SLO: B-11-Q-17]

• Describe the causative agent, symptoms, treatment and prevention of the following viral diseases:hepatitis, herpes, polio and leaf curl virus disease of cotton.

[SLO: B-11-Q-18]

• List the sources of transmission for each of the above-mentioned diseases.

[SLO: B-11-Q-19]

• Describe the structure of prions and viroids.

[SLO: B-11-Q-20]

• List the diseases caused by prions and viroids.TS Connections

[SLO: B-11-Q-21]

• Interpret how viral infections cause global economic loss.

[SLO: B-11-Q-22]

• Justify how the invention of electron microscope revolutionized the science of microscopic organisms.

[SLO: B-11-Q-23]

• Suggest ways to rid human civilization of viruses.

[SLO: B-11-Q-24]

• Correlate the social and cultural values of a country with the prevalence of AIDS.

[SLO: B-11-Q-25]

• Describe the limitations of the vaccine for the common cold / flu virus

Domain R: Plants

Standard: Students will be able to:

Describe the basic structure and anatomy of plant cells and organs, including stems, roots, leaves, and flowers.

Explain the process of photosynthesis, including the role of chlorophyll and other pigments.

Discuss the significance of seeds and the different methods of seed dispersal.

Describe the basic processes of plant growth and development, including germination, shoot and root development, and the role of hormones.

Outline the adaptations that allow plants to survive in different environments, including ways to conserve water, regulate temperature, and defend against herbivores.

N/A

Benchmark 1: Students should be able to describe the unique characteristics and adaptations of different types of plants, their life cycles and life processes including respiration, photosynthesis, nutrient intake and movement of water and sugar.

[SLO: B-11-R-01]

• List the macro and micronutrients of plants highlighting the role of each nutrient.

[SLO: B-11-R-02]

• State the examples of carnivorous plant.Understanding

[SLO: B-11-R-03]

• Explain the role of stomata and palisade tissue in the exchange of gases in plants.

[SLO: B-11-R-04]

• Relate transpiration with gas exchange in plants.

[SLO: B-11-R-05]

• Describe the structure of xylem vessel elements, sieve tube elements, companion cells, trachieds andrelate their structures with functions.

[SLO: B-11-R-06]

• Explain the movement of water between plant cells, and between the cells and their environment interms of water potential.

[SLO: B-11-R-07]

• Explain the movement of water through roots in terms of symplast, apoplast and vacuolar pathways.

[SLO: B-11-R-08]

• Explain the movement of water in xylem through TACT mechanism.• Describe the mechanisms involved in the opening and closing of stomata.

[SLO: B-11-R-09]

• Explain the movement of sugars within plants.

N/A

Benchmark 2: Explain osmotic adjustment in plants and be acquanited with growth and movement in plants in response to environmental factors.

[SLO: B-11-R-10]

• Define osmotic adjustment.

[SLO: B-11-R-11]

• Explain movement of water into or out of cell in isotonic, hypotonic, and hypertonic conditions.

[SLO: B-11-R-12]

• Describe osmotic adjustments in hydrophytic (marine and freshwater), xerophytic and mesophytic plants.

[SLO: B-11-R-13]

• Explain the osmotic adjustments of plants in saline soils.

[SLO: B-11-R-14]

• List the adaptations in plants to cope with low and high temperatures.• Explain the turgor pressure and explain its significance in providing support to herbaceous plants.

[SLO: B-11-R-15]

• Describe the structure of supporting tissues in plants.

[SLO: B-11-R-16]

• Define growth and explain primary and secondary growth in plants.

[SLO: B-11-R-17]

• Describe the role of apical meristem and lateral meristem in primary and secondary growth.

[SLO: B-11-R-18]

• Explain how annual rings are formed.• Explain influence of apical meristem on the growth of lateral shoots.

[SLO: B-11-R-19]

• Explain the role of important plant growth regulators.

[SLO: B-11-R-20]

• Explain the types of movement in plants in response to light, force of gravity, touch and chemicals.

[SLO: B-11-R-21]

• Define photoperiodism.

[SLO: B-11-R-22]

• Classify plants on the basis of photoperiodism and give examples.Describe the mechanism of photoperiodism with reference to the mode of action of phytochrome.

[SLO: B-11-R-23]

• Explain the role of low temperature treatment on flower production especially to biennials andperennials.

Domain S: Human Physiology

Standard: Students should be able to:

Describe the structure and function of the various systems of the human body, including the skeletal, muscular, respiratory, circulatory, digestive, urinary, and nervous systems.

Explain the role of hormones in regulating body functions and describe the endocrine system.

Describe the processes of cellular respiration and energy production and their relationship to human health.

Explain how the human body maintains homeostasis and the role of feedback mechanisms.

Describe how the different systems of the body interact to maintain health and respond to disease and injury.

N/A

Benchmark 1: Identify and explain the functions of the major organs of the respiratory system in the human body.

[SLO: B-12-S-01]

• Define the respiratory surface and list its properties

[SLO: B-12-S-02]

• Describe the main structural features and functions of the components of human respiratory system.

[SLO: B-12-S-03]

• Describe the ventilation mechanism in humans.

[SLO: B-12-S-04]

• State lung volumes and capacities.

[SLO: B-12-S-05]

• Explain how breathing is controlled.

[SLO: B-12-S-06]

• Describe the transport of oxygen and carbon dioxide through blood.

[SLO: B-12-S-07]

• Describe the role of respiratory pigments.

[SLO: B-12-S-08]

• State the causes, symptoms and treatment of upper Respiratory Tract Infections (sinusitis, otitis media)and lower Respiratory Tract Infections (pneumonia, pulmonary tuberculosis).

[SLO: B-12-S-09]

• Describe the disorders of lungs (emphysema and lung cancer).

[SLO: B-12-S-10]

• List the effects of smoking on respiratory system

N/A

Benchmark 2: Identify and explain the functions of the major organs of the Urinary system in the human body.

[SLO: B-12-S-11]

• List various nitrogenous compounds excreted during the process of excretion.

[SLO: B-12-S-12]

• Explain the nature of excretory products in relation to habitat.

[SLO: B-12-S-13]

• Explain different organs of urinary system.

[SLO: B-12-S-14]

• Describe the structure of kidney and relate it with its function.

[SLO: B-12-S-15]

• Explain the detailed structure of nephron.

[SLO: B-12-S-16]

• Explain the processes of glomerular filtration, selective re-absorption and tubular secretion as the events in kidney functioning.

[SLO: B-12-S-17]

• Explain that concentration of urine is regulated by counter-current and hormonal mechanisms.

[SLO: B-12-S-18]

• Justify the functioning of kidneys as both excretion and osmoregulation.

[SLO: B-12-S-19]

• Compare the function of two major capillary beds in kidneys i.e. glomerular capillaries and peritubular capillaries.

[SLO: B-12-S-20]

• List urinary tract infections and the bacteria responsible.

[SLO: B-12-S-21]

• Explain the causes and treatments of kidney stones.

[SLO: B-12-S-22]

• Outline the causes of kidney failure.

[SLO: B-12-S-23]

• Explain in detail the mechanism and problems related to dialysis.

[SLO: B-12-S-24]

• Describe the principles and the problems associated with kidney transplant.

N/A

Benchmark 3: Identify and explain the functions of the major organs of the digestive system in the human body.

[SLO: B-12-S-25]

• Describe the mechanical and chemical digestion in oral cavity.

[SLO: B-12-S-26]

• Explain swallowing and peristalsis.

[SLO: B-12-S-27]

• Describe the structure of stomach and relate each component with the mechanical and chemical digestion in stomach.

[SLO: B-12-S-28]

• Explain the role of nervous system and gastrin hormone on the secretion of gastric juice.

[SLO: B-12-S-29]

• Describe the major actions carried out on food in the three regions of the small intestine.

[SLO: B-12-S-30]

• Explain the absorption of digested products from the small intestine lumen to the blood capillaries and lacteals of the villi.

[SLO: B-12-S-31]

• Describe the component parts of large intestine with their respective roles.

[SLO: B-12-S-32]

• Correlate the involuntary reflex for egestion in infants and the voluntary control in adults.

[SLO: B-12-S-33]

• Explain the storage and metabolic role of liver.

[SLO: B-12-S-34]

• Describe composition of bile and relate the constituents with respective roles.

[SLO: B-12-S-35]

• Outline the structure of pancreas and explain its function as an exocrine gland.

[SLO: B-12-S-36]

• Relate the secretion of bile and pancreatic juice with the secretin hormone.

N/A

Benchmark 4: Identify and explain the functions of the major organs of the circulatory system in the human body.

[SLO: B-12-S-37]

• State the location of heart in the body and define the role of pericardium.

[SLO: B-12-S-38]

• Describe the structure of the walls of heart and rationalize the thickness of the walls of each chamber.

[SLO: B-12-S-39]

• Describe the flow of blood through heart as regulated by the valves.

[SLO: B-12-S-40]

• State the phases of heartbeat.

[SLO: B-12-S-41]

• Explain the role of SA node, AV node and Purkinji fibers in controlling the heartbeat.

[SLO: B-12-S-42]

• List the principles and uses of Electrocardiogram.

[SLO: B-12-S-43]

• Describe the detailed structure of arteries, veins and capillaries.

[SLO: B-12-S-44]

• Describe the role of arterioles in vasoconstriction and vasodilation.

[SLO: B-12-S-45]

• Describe the role of precapillary sphincters in regulating the flow of blood through capillaries.

[SLO: B-12-S-46]

• Trace the path of the blood through the pulmonary and systemic circulation (coronary, hepatic-portal and renal circulation).

[SLO: B-12-S-47]

• Compare the rate of blood flow through arteries, arterioles, capillaries, venules and veins.

[SLO: B-12-S-48]

• Define blood pressure and explain its periods of systolic and diastolic pressure.

[SLO: B-12-S-49]

• State the role of baroreceptors and volume receptors in regulating the blood pressure.

[SLO: B-12-S-50]

• Define the term thrombus and differentiate between thrombus and embolus.

[SLO: B-12-S-51]

• Identify the factors causing atherosclerosis and arteriosclerosis.

[SLO: B-12-S-52]

• Categorize Angina pectoris, heart attack, and heart failure as the stages of cardiovascular disease development.

[SLO: B-12-S-53]

• State the congenital heart problem related to the malfunctioning of cardiac valves.

[SLO: B-12-S-54]

• Describe the principles of angiography.

[SLO: B-12-S-55]

• Outline the main principles of coronary bypass, angioplasty and open-heart surgery.

[SLO: B-12-S-56]

• Define hypertension and describe the factors that regulate blood pressure and can lead to hypertension and hypotension.

[SLO: B-12-S-57]

• List the changes in life styles that can protect man from hypertension and cardiac problems.

[SLO: B-12-S-58]

• Describe the formation, composition and function of intercellular fluid.

[SLO: B-12-S-59]

• Compare the composition of intercellular fluid with that of lymph.

[SLO: B-12-S-60]

• State the structure and role of lymph capillaries, lymph vessels and lymph trunks.

[SLO: B-12-S-61]

• Describe the role of lymph vessels (lacteals) present in villi.

[SLO: B-12-S-62]

• Describe the functions of lymph nodes and state the role of spleen as containing lymphoid tissue.

N/A

Benchmark 5: Identify and explain the functions of the major organs of the skeletal system in the human body.

[SLO: B-12-S-63]

• Describe the structure of bone and compare it with that of cartilage.

[SLO: B-12-S-64]

• Explain the functions of osteoblasts, osteoclasts and osteocytes.

[SLO: B-12-S-65]

• Identify the main divisions of human skeleton.

[SLO: B-12-S-66]

• List the bones of appendicular and axial skeleton of man.

[SLO: B-12-S-67]

• Describe three types of joints i.e. fibrous joints, cartilaginous joints and synovial joints and give example of each.

[SLO: B-12-S-68]

• Describe the disorders of human skeleton (disc-slip, spondylosis, sciatica, arthritis) and their causes.

[SLO: B-12-S-69]

• State different types of fractures (simple, compound and complicated) and describe the repair process of simple fractures.

[SLO: B-12-S-70]

• Describe the injuries in joints (dislocation and sprain) and their first aid treatment.

[SLO: B-12-S-71]

• Describe the first-aid treatment for fracture.

[SLO: B-12-S-72]

• Compare smooth muscles, cardiac muscles and skeletal muscles.

[SLO: B-12-S-73]

• Explain the ultra-structure of the skeletal muscle.

[SLO: B-12-S-74]

• Explain the sliding filaments model of muscle contraction.

[SLO: B-12-S-75]

• Describe the action of antagonistic muscles in the movement of knee joint.

[SLO: B-12-S-76]

• Explain muscle fatigue, cramps and tetany.

[SLO: B-12-S-77]

• Differentiate between tetanus and muscle tetany.

N/A

Benchmark 6: Identify and explain the functions of the major organs involved in thermoregulation in the human body.

[SLO: B-12-S-78]

• Define theremoregulation and explain its needs.

[SLO: B-12-S-79]

• Classify animals on the basis of the source of body’s heat i.e. ectotherms and endotherms.

[SLO: B-12-S-80]

• Classify the animals on the bases of the ability to thermoregulate i.e. poikilotherms and homeotherms.

[SLO: B-12-S-81]

• Describe the regulatory strategies in man for thermoregulation.

N/A

Benchmark 7: Explain how the different organ systems interact to maintain homeostasis in the human body.

[SLO: B-12-S-82]

• Describe three elements i.e. receptors, control center and effectors which operate homeostatic mechanisms.

[SLO: B-12-S-83]

• Relate the homeostatic mechanisms with the negative and positive feedback systems.

[SLO: B-12-S-84]

• Differentiate between osmoconformers and osmoregulators.

[SLO: B-12-S-85]

• Define osmoregulation.

[SLO: B-12-S-86]

• Explain the problems faced by osmoregulators.

[SLO: B-12-S-87]

• Explain the different methods of osmoregulation found in freshwater, marine water and terrestrial

Domain T: Neuroscience & the Endocrine System

Standard: Students should be able to:

Describe the structure and function of the human nervous system, including the central and peripheral nervous systems.

Explain the process of nerve impulse transmission, including the role of neurotransmitters and synaptic transmission.

Describe the role of the brain in regulating behavior and consciousness, including perception, emotion, and memory.

Explain the mechanisms of neural plasticity and their impact on learning and memory.

Describe the structure and function of the human endocrine system, including the role of hormones in regulating body functions.

Explain the process of hormone secretion, including the role of the hypothalamus and pituitary gland.

Describe the effects of hormones on various target tissues, including the growth and development of cells and tissues.

Explain the role of hormones in regulating metabolism and energy balance, including the regulation of glucose and insulin levels.

N/A

Benchmark 1: Explain the functions of the nervous system, including the structure and function of neurons and nerve impulses and synapses.

[SLO: B-12-T-01]

• Recognize receptors as transducers sensitive to various stimuli.

[SLO: B-12-T-02]

• Trace the path of a message transmitted to the CNS for processing.

[SLO: B-12-T-03]

• Identify the three neurons (sensory, intermediate, motor) involved in nervous transmission.

[SLO: B-12-T-04]

• Identify muscles and glands as the effectors.

[SLO: B-12-T-05]

• Describe the detailed structure of a sensory neuron, associative and a motor neuron and relate the specialization in structures with functions.

[SLO: B-12-T-06]

• Differentiate between myelinated and non-myelinated neurons.

[SLO: B-12-T-07]

• Explain the function of the three types of neurons with the help of a reflex arc.

[SLO: B-12-T-08]

• Define nerve impulse.

[SLO: B-12-T-09]

• Describe the generation and transmission of nerve impulse.

[SLO: B-12-T-10]

• Name the factors responsible for the resting membrane potential of neuron.

[SLO: B-12-T-11]

• Evaluate from a graph the phenomena of polarization, depolarization and hyperpolarisation of membrane.

[SLO: B-12-T-12]

• Compare the velocities of nerve impulse in the axon membrane and in the synaptic cleft.

[SLO: B-12-T-13]

• Describe the role of local circuits in saltatory conduction of nerve impulse.

[SLO: B-12-T-14]

• Describe the structure of synapse.

[SLO: B-12-T-15]

• Explain synaptic transmission of nerve impulse.

[SLO: B-12-T-16]

• Classify neurotransmitters as inhibitory and excitatory and list some common examples.

[SLO: B-12-T-17]

• Identify the main components of the nervous system.

[SLO: B-12-T-18]

• Explain briefly the functions of major divisions of brain.

[SLO: B-12-T-19]

• Describe the architecture of human brain and compare its sectional view with that of the spinal cord.

[SLO: B-12-T-20]

• Describe cranial and spinal nerves in man.

[SLO: B-12-T-21]

• Explain the structure, types and functions of autonomic nervous system.

N/A

Benchmark 2: Describe the roles of hormones and the endocrine system in maintaining homeostasis in the human body.

[SLO: B-12-T-22]

• State the role of hormones as chemical messengers.

[SLO: B-12-T-23]

• Describe the chemical nature of hormones and correlate it with important hormones.

[SLO: B-12-T-24]

• Trace the path of the chemical message from its release from the endocrine gland to its action at the target site.

[SLO: B-12-T-25]

• Explain the two modes of hormone action at the cells of target site.

[SLO: B-12-T-26]

• Locate the following endocrine glands in human body; pituitary, thyroid, parathyroid, pancreas, adrenal, gonads.

[SLO: B-12-T-27]

• Name the hormonal secretions of the above-mentioned glands.

[SLO: B-12-T-28]

• Outline the major functions of the hormones of above mentioned glands and also relate the problems associated with the imbalance of these hormones.

[SLO: B-12-T-29]

• Explain the neurosecretory role of hypothalamus.

[SLO: B-12-T-30]

• Describe the functions of the hormones secreted by the endocrine tissue other than the mentioned above.

[SLO: B-12-T-31]

• Outline the concept of Feedback mechanism of hormones.

[SLO: B-12-T-32]

• Describe positive feedback with reference to Oxytocin and negative feedback with reference to Insulin and Glucagon.

N/A

Benchmark 3: Explain how different sensory receptors work and the effect of drugs on these receptors and the nervous system.

[SLO: B-12-T-33]

• Explain the structure and functioning of the receptors for smell, taste and touch / pain.

[SLO: B-12-T-34]

• Define narcotic drugs as agents that interact with the normal nervous activity.

[SLO: B-12-T-35]

• Compare the use and abuse of drugs with respect to heroine, Cannabis, nicotine, alcohol and inhalants like nail polish remover and glue.

[SLO: B-12-T-36]

• Define and explain the terms; drug addiction and drug tolerance with reference to caffeine and nicotine.

[SLO: B-12-T-37]

• Associate the effects of drug addiction and tolerance with the functioning of nervous system.

[SLO: B-12-T-38]

• Describe why fentanyl is so harmful for the human body.

[SLO: B-12-T-39]

• Describe how pain medicines can reduce or numb pain in the human body.

[SLO: B-12-T-40]

• Describe why certain pain medications are addictive.

[SLO: B-12-T-41]

• Describe withdrawal symptoms of alcohol.

[SLO: B-12-T-42]

• Classify nervous disorders into vascular, infectious, structural, functional and degenerative disorders

[SLO: B-12-T-43]

• Describe the causes, symptoms and treatment one type of each category of disorders outlined above (e.g., stroke as vascular, meningitis as infectious, brain tumor as structural, headache as functional, and Alzheimer disease as degenerative disorder).

[SLO: B-12-T-44]

• Explain the principles of the important diagnostic tests for nervous disorders i.e. EEG, CT scan and MRI.

Domain U: Pharmacological Drugs

Standard: Students should be able to:

Describe the mechanism of action of various drug classes, including pain relievers, antidepressants, and antibiotics.

Explain the factors that determine drug efficacy and toxicity, including dose, route of administration, and pharmacokinetics.

Describe the side effects and potential drug interactions of various drugs.

Explain the principles of drug design and development, including target selection, lead optimization, and clinical trials.

Describe the role of pharmacology in the treatment of diseases, including the use of drugs to prevent, diagnose, and treat a range of medical conditions.

N/A

Benchmark 1: Explain the role of pharmacological drugs in treating diseases like HIV and Hepatitis C and understand their mechanisms of action, side effects, and drug interactions.

[SLO: B-12-U-01]

• Explain the drug discovery and development process.

[SLO: B-12-U-02]

• Explain the different classes of drugs work against HIV.

[SLO: B-12-U-03]

• Explain the mechanism of action of Sovaldi whcih cures Hepatitis C.

[SLO: B-12-U-04]

• Describe why in Harvoni, Sovaldi is combined with Gilead's ledipasvir (an NS5A inhibitor).

[SLO: B-12-U-05]

• Compare and contrast Harvoni with Sovaldi

[SLO: B-12-U-06]

• Describe advantages of monoclonal antibodies enjoy compared to other drug classes.

[SLO: B-12-U-07]

• Explain the mechanism of action of rituximab (Mabthera).

[SLO: B-12-U-08]

• Explain the term precision medicine.

[SLO: B-12-U-09]

• Explain the different classes of drugs work against HIV.

[SLO: B-12-U-10]

• Explain the mechanism of action of Sovaldi which cures Hepatitis C.

[SLO: B-12-U-11]

• Describe why in Harvoni, Sovaldi is combined with Gilead's ledipasvir (an NS5A inhibitor).

[SLO: B-12-U-12]

• Explain the mechanism of action of chimeric antigen receptor T-cell (CAR-T) therapy for leukemia.

[SLO: B-12-U-13]

• Describe fecal transplant and name the condition it is used to treat.

[SLO: B-12-U-14]

• Explain the drug discovery and development process.

[SLO: B-12-U-15]

• Explain the clinical trials approval process for any new drug candidate.

Domain V: Climate Change

Standard: Students should be able to:

Describe the role of greenhouse gases in the Earth's atmosphere and their impact on climate change.

Explain the evidence for and against the existence of climate change, including data from temperature records, ice cores, and other sources.

Describe the potential impacts of climate change on various ecosystems and species, including changes in distribution, migration patterns, and extinction risk.

Explain the role of human activities, such as deforestation and fossil fuel burning, in contributing to climate change.

Describe the mitigation and adaptation strategies used to reduce the impacts of climate change on biodiversity and ecosystems.

N/A

Benchmark 1: Explain the causes and impacts of global climate change on different regions, ecosystems and species and how to mitigate the issue.

[SLO: B-12-V-01]

• Describe how climate change impacts agriculture and thus food security.

[SLO: B-12-V-02]

• Describe how climate change can impact ocean biology in terms of its temperature and acidity as well as the resulting harmful effects.

[SLO: B-12-V-03]

• Explain why carbon sink conservation and enhancement mitigate climate change.

[SLO: B-12-V-04]

• Describe how increasing the albedo of surface crop plants could help in mitigating global surface increases.

[SLO: B-12-V-05]

• Name species that have gone extinct due to climate change.

Domain W: Selected Topics

Standard: Students should be able to:

Describe the history and current state of biological warfare and its impact on society.

Explain the mechanisms by which pathogens are used as weapons, including delivery methods, transmission routes, and virulence factors.

Describe the types of modern-day biological weapons, including biotoxins, bioregulators, and biovectors.

Explain the principles of biodefense, including vaccine development, disease surveillance, and countermeasure research.

Describe the ethical and societal implications of biological weapons and biodefense, including issues related to biosecurity, international regulations, and dual-use research.

N/A

Benchmark 1: Understanding the history of biological warfare and biodefences the development of modern-day biological weapons and other applications in biosynthethics.

[SLO: B-12-W-01]

• Explain how biological warfare occurs with examples.

[SLO: B-12-W-02]

• Describe how modern day biological weapons could work.

[SLO: B-12-W-03]

• Describe how biodefenses could work to protect from biological warfare with examples.

[SLO: B-12-W-04]

• Examine the hype behind the comics “genomics, transcriptomics, proteomics metabolomics”, to what extent is it valid or overblown?

[SLO: B-12-W-05]

• Explain synthetic biology with examples

Experimentation Skills Progression Grid

Note 1:

It is assumed that students will already have knowledge (and be able to apply it as needed in their current class) of what they learnt in their previous grades, so SLOs from previous grades are not repeated in the higher grades. In practice teachers may want to refresh concepts with their students as appropriate.

Grades 9-10

Grade 11

Grade 12

Domain X: Experimentation Skills

These cover the skills that are necessary for understanding how to design and practically conduct biology experiments. These skills are not meant to be applied not only in the science lab, but as skills of critical analysis for understanding empirical data as well.

Standard: Students should be able to demonstrate knowledge of common experimental terminology and how to select and safely use techniques, apparatus and materials

Benchmark 1: Understand the terminology and methodology with various experimental techniques.

N/A

Candidates are expected to be familiar with and may be asked questions using the following experimental contexts:

• simple quantitative experiments, including the measurement of:

• – volumes of gases or solutions/liquids

• – masses

• – temperatures

• – times

• – lengths

• diffusion

• osmosis

• food tests

• rates of enzyme-catalysed reactions

• pH and the use of hydrogencarbonate indicator, litmus and universal indicator

• photosynthesis (rate and limiting factors)

• effect of mineral ions on plant growth

• transpiration

• heart rate and breathing rate

• respiration

• tropic responses

• nervous responses

• observation and dissection of seeds and flowers

• germination

• continuous and discontinuous variation

• sampling techniques

• use of a microscope to examine biological specimens

• calculating the magnification of biological specimens

• procedures using simple apparatus, in situations where the method may not be familiar to the candidate.

Benchmark 2: Students should be able to understand and replicate the required techniques for the given experiments.

N/A

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate):

• – identify apparatus from diagrams or descriptions

• – draw, complete or label diagrams of apparatus and biological specimens

• – use, or explain the use of, common techniques, apparatus and materials

• – select the most appropriate apparatus or method for the task and justify the choice made

• – describe food tests

• – describe tests to determine the pH of solutions and substances

• – describe and explain hazards and identify safety precautions

• – describe and explain techniques used to ensure the accuracy of observations and data

• – plan experiments and investigations:

• – identify the independent variable and dependent variable

• – describe how and explain why variables should be controlled

• – suggest an appropriate number and range of values for the independent variable

• – suggest the most appropriate apparatus or technique and justify the choice made

• – describe experimental procedures

• – identify risks and suggest safety precautions

• – describe how to record the results of an experiment

• – describe how to process the results to form a conclusion or to evaluate a prediction

• – make reasoned predictions of expected results

• – make and record observations, measurements and estimates:

• – take readings from apparatus (analogue and digital) or from diagrams of apparatus with appropriate precision

• – observe and take measurements from biological specimens or images of specimens

• – take sufficient observations or measurements, including repeats where appropriate

• – record qualitative observations from food and other tests

• – record observations and measurements systematically, for example in a suitable table, to an appropriate degree of precision and using appropriate units

Standard: Students should be able to demonstrate knowledge of how to select and safely use techniques, apparatus and materials

Benchmark 1: Students should be able to follow provided safety instructions and take general precuations in a lab setting

N/A

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate):

– identify apparatus from diagrams or descriptions

– draw, complete or label diagrams of apparatus

– use, or explain the use of, common techniques, apparatus and materials

– select the most appropriate apparatus or method for the task and justify the choice made

– describe and explain hazards and identify safety precautions

– describe and explain techniques used to ensure the accuracy of observations and data

Standard: Students should be understand the essence of scientific experimentation and carry out the necessary steps of understanding the terminology, taking general lab precautions, understanding the lab equipment, recording data and providing suggestions on improving the experimental techniques.

Benchmark 1: Understand the scientific ideas that general science lab terms convey.

Benchmark 1: Plan the experiement and clearly convey the reasons for the experimental technique to follow.

Understand and express scientific ideas using the below terms:

- True value: the value that would be obtained in an ideal measurement

- Measurement error: the difference between a measured value and the true value of a quantity

- Accuracy: a measurement result is described as accurate if it is close to the true value

- Precision: how close the measured values of a quantity are to each other

- Repeatability: a measurement is repeatable if the same or similar result is obtained when the measurement is repeated under the same conditions, using the same method, within the same experiment

- Reproducibility: a measurement is reproducible if the same or similar result is obtained when the measurement is made under either different conditions or by a different method or in a different experiment

- Validity of experimental design: an experiment is valid if the experiment tests what it says it will test. The experiment must be a fair test where only the independent variable and dependent variable may change, and controlled variables are kept constant

- Range: the maximum and minimum value of the independent or dependent variables

- Anomaly: an anomaly is a value in a set of results that appears to be outside the general pattern of the results, i.e. an extreme value that is either very high or very low in comparison to others

- Independent variables: independent variables are the variables that are changed in a scientific experiment by the scientist. Changing an independent variable may cause a change in the dependent variable

- Dependent variables: dependent variables are the variables that are observed or measured in a scientific experiment. Dependent variables may change based on changes made to the independent variables

Decisions relating to measurements and observations

Within an investigation, students should be able to:

• identify the independent variable and dependent variable

• decide a suitable range of values to use for the independent variable at which measurements of the

dependent variable are recorded

• decide the number of different values of the independent variable (a minimum of five) and the intervals

between them

• decide how to change the value of the independent variable

• decide how the dependent variable should be measured

• decide the number of replicates at each value

• decide on appropriate controls for the experiment or investigation

• decide which variables need to be standardised and how to standardise them. (Variables expected to have

a minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)

When using the light microscope and photomicrographs, students should be able to:

• set up a light microscope to view and observe specimens

• follow instructions to find and draw particular tissues in plant and animal specimens and label the drawings

appropriately

• follow instructions to find and draw particular cells and structures within the cells

• make a temporary slide of stained cells or tissues

• calculate actual sizes of tissues or cells from measurements of photomicrographs, using magnifications,

scale bars or representations of eyepiece graticules and stage micrometers

• estimate the number of cells or cell organelles in a given area using a sampling method, such as grids or

fields of view.

Defining the problem

Using the context provided, students should be able to:

• state a relevant prediction, either in words or in the form of a sketch graph showing the expected result,

and link this to an underlying hypothesis

• identify the independent and dependent variables

• identify which key variables must be standardised in order to test a hypothesis. (Variables expected to have

a minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)

Methods

Using the context provided, students should be able to:

• describe how to vary the independent variable

• describe how to measure the values of the independent and dependent variables accurately and to an

appropriate precision

• describe how to standardise each of the other key variables

• describe, where appropriate, suitable volumes and concentrations of reagents. Concentrations may be

specified in % (w/v), or mol dm–3

• describe how different concentrations would be prepared by serial dilution or proportional dilution

• describe appropriate control experiments

• describe, in a logical sequence, the steps involved in the procedure, including how to use the apparatus to

collect results

• describe how the quality of results can be assessed by considering:

– the occurrence of anomalous results

– the spread of results including the use of standard deviation, standard error and/or 95% confidence

intervals (95% CI).

• describe how to assess the validity of the results by considering both the accuracy of the measurements

and the repeatability of the results

• prepare a simple risk assessment of their plans, taking into account the severity of any hazards and the

probability that a problem could occur

• describe the precautions that would need to be taken to minimise risks where possible.

Benchmark 2: Plan experiments and investigations.

Benchmark 2: Collect data and record observations in the form of readings, estimates and accurate drawings.

1. identify the independent variable and dependent variable

2. describe how and explain why variables should be controlled

3. suggest an appropriate number and range of values for the independent variable

4. suggest the most appropriate apparatus or technique and justify the choice made

5. describe experimental procedures

6. identify risks and suggest appropriate safety precautions

7. describe how to record the results of an experiment

8. describe how to process the results of an experiment to form a conclusion or to evaluate a prediction

9. make reasoned predictions of expected results

Within an investigation, students should be able to:

• follow instructions to collect results

• consider the hazards of the procedure, including the use of any solutions and reagents, and assess the risk

as low, medium or high

• take readings to obtain accurate data (quantitative results) or observations (qualitative results).

When using the light microscope and photomicrographs, candidates should be able to:

• draw plan diagrams to show the distribution of tissues in a specimen, with no cells drawn and the correct

proportions of layers of tissues

• draw the observable features of cells in a specimen showing:

– the correct shapes

– the thicknesses of cell walls where applicable (drawn with two lines or drawn with three lines where two

cells touch)

– the relative sizes and proportions

– observable cell contents only

• measure tissue layers or cells from photomicrographs using a ruler or given scale, including representations

of eyepiece graticules

• make accurate observations from specimens including counting numbers of cells or cell organelles

• record similarities and differences between two specimens using only their observable features.

Benchmark 3: Make and record observations, measurements and estimates.

Benchmark 3: Evaluate and interpret the recorded data and display the calculations and reasoning.

– take readings from apparatus (analogue and digital) or from diagrams of apparatus

– take readings with appropriate precision, reading to the nearest half-scale division where required

– correct for zero errors where required

– make observations, measurements or estimates that are in agreement with expected results or values

– take sufficient observations or measurements

– repeat observations or measurements where appropriate

– record qualitative observations from tests

– record observations and measurements systematically, for example in a suitable table, to an appropriate degree of precision and using appropriate units

Presentation of data and observations

Recording data and observations

Within an investigation, students should be able to:

• record raw results (unprocessed) and calculated results (processed) in an appropriate table with:

– descriptive headings, including any required units (no units in body of table)

– heading for the independent variable to the left of (or above, if the table is in rows) the dependent

variable

• record quantitative data to the number of decimal places that is appropriate for the measuring instrument

used

• record qualitative observations using clear descriptions

• record calculated values (processed results) in an appropriate table.

When using the light microscope and photomicrographs, candidates should be able to:

• record the fine details of the specimen, including drawing the detailed shapes of layers or outlines of

specimens in plan diagrams and drawing the shape and position of observable cell organelles in cells.

Display of calculation and reasoning

Within an investigation and when using the light microscope and photomicrographs, students should be able

to:

• display calculations clearly, showing all the steps and reasoning

• use the correct number of significant figures for calculated quantities. This should be the same as, or one

more than, the smallest number of significant figures in the data used in the calculation.

Layout of data and observations

Within an investigation, candidates should be able to:

• display data as a graph (continuous data), bar chart (discontinuous or categoric) or histogram (frequency

data)

• draw a graph, bar chart or histogram clearly and accurately with:

– the independent variable on the x-axis and the dependent variable on the y-axis

– axes labelled to match the relevant table headings, including units where appropriate

– a scale where both axes should use most or all of the grid available and allow the graph to be read

easily to within half a square

– all graph points plotted accurately using a sharp pencil, as a small cross or a small dot in a circle, with

the intersection of the cross or centre of the dot exactly on the required point

– the plotted points of a graph connected with a clear, sharp and unbroken line, either as a line of best fit,

a smooth curve or with ruled straight lines joining the points

– no extrapolation of graph lines unless this can be assumed from the data

– all bars on a bar chart or histogram plotted accurately, with clear, unbroken lines that are drawn with a

sharp pencil and ruler.

When using the light microscope and photomicrographs, students should be able to:

• make drawings, using a sharp pencil to give finely drawn lines that are clear and unbroken

• make drawings that use most of the available space and show all the features observed in the specimen,

with no shading

• organise comparative observations, showing differences and similarities between specimens.

Dealing with data

From provided data, students should be able to:

• use tables and graphs to show the key points in quantitative data

• sketch or draw suitable graphs, displaying the independent variable on the x-axis and the dependent

variable on the y-axis including, where required, confidence limit error bars

• decide which calculations are necessary in order to draw conclusions

• carry out appropriate calculations to simplify or explain data, including means, percentages and rates of

change

• carry out calculations in order to compare data, including percentage gain or loss

• use values of standard deviation or standard error, or graphs with standard error bars, to determine

whether differences in mean values are likely to be statistically significant

• choose and carry out statistical tests (limited to those described in the Mathematical requirements section

of the syllabus) appropriate to the type of data collected and justify use of these tests

• state a null hypothesis for a statistical test

• recognise the different types of variable and the different types of data presented, as shown in the table

below.

Type of variable Type of data

Qualitative

categoric nominal, i.e. values or observations belonging to it can be sorted according to category, e.g. colour of flowers

ordered ordinal, where values can be placed in an order or rank and the interval between them may not be equal, e.g. the order in which test-tubes containing starch and iodine become colourless after adding amylase

Quantitative continuous, which can have any value within a specific range, e.g. body mass, leaf length

Benchmark 4: Interpret and evaluate experimental observations and data

Benchmark 4: Analyze the results of the experiment and provide conclusions.

– process data, including for use in further calculations or for graph plotting, using a calculator as appropriate

– present data graphically, including the use of best-fit lines where appropriate

– analyse and interpret observations and data, including data presented graphically

– use interpolation and extrapolation graphically to determine a gradient or intercept

– form conclusions justified by reference to observations and data and with appropriate explanation

– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate action

– comment on and explain whether results are equal within the limits of experimental accuracy (assumed to be ± 10% at this level of study)

Analysis, conclusions and evaluation

Interpreting data and observations

Within an investigation, students should be able to:

• calculate an answer with the correct number of significant figures using quantitative results or data provided

• use a graph to find unknown values

• estimate the concentrations of unknown solutions from qualitative results

• identify the contents of unknown solutions using biological molecule tests

• identify anomalous results and suggest how to deal with anomalies

• describe patterns and trends using the data provided in tables and graphs

• evaluate the confidence with which conclusions might be made.

When using the light microscope and photomicrographs, candidates should be able to:

• calculate an answer with the correct number of significant figures using quantitative results or data provided

• compare observable features of specimens of biological material including similarities and differences

between specimens on a microscope slide and specimens in photomicrographs.

Drawing conclusions

From results, observations or information provided, students should be able to:

• summarise the main conclusions

• state and explain whether a hypothesis is supported

• make predictions from the patterns and trends in data

• suggest explanations for observations, results, patterns, trends and conclusions.

Conclusions

Students should be able to:

• summarise the main conclusions from the results

• identify key points of the raw data and processed data, including graphs and statistical test results

• discuss the extent to which a given hypothesis is supported by experimental data and the strengths and

weaknesses of the evidence

• give detailed scientific explanations of the conclusions

• make further predictions and hypotheses based on the conclusions.

Evaluation

Students should be able to:

• identify anomalous values in a table or graph of data and suggest how to deal with anomalies

• suggest possible explanations for anomalous readings

• assess whether the results have been replicated sufficiently

• assess whether the range of values of the independent variable and the intervals between the values were

appropriate

• assess whether the method of measuring is appropriate for the dependent variable

• assess the extent to which selected variables have been effectively controlled

• make informed judgements about:

– the validity of the investigation

– the extent to which the data can be used to test the hypothesis

– how much confidence can be put in the conclusions

• suggest how an investigation could be improved to increase confidence in the results.

Benchmark 5: Evaluate methods and suggest possible improvements

Benchmark 5: Identify sources of error and suggesting improvements

– evaluate experimental arrangements, methods and techniques, including the control of variables

– identify sources of error, including measurement error, random error and systematic error

– identify possible causes of uncertainty in data or in a conclusion

– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques

Within an investigation and when using the light microscope and photomicrographs, students should be able

to:

• identify systematic or random errors in an investigation, understanding that systematic errors may not affect

the trend in results whereas a random error may affect the trend

• identify the main sources of error in a particular investigation

• suggest improvements to a procedure that will increase the accuracy of the observations or measurements,

including:

– using a more effective method to standardise relevant variables

– using a more accurate method of measuring the dependent variable

– using smaller intervals for the values of the independent variable

– collecting replicate measurements so that a mean can be calculated

• suggest how to extend the investigation to answer a new question, for example by investigating a different

independent variable or applying the method to a new context

• describe clearly, in words or diagrams, improvements to the procedure or modifications to extend the

investigation.

Recommended Experiments:

Specific experiments that are recommended to be practically investigated while teaching the relevant theoretical topics to students:

1. Isolate catalase from potatoes using hydrogen peroxide.

2. Isolate DNA from strawberries or other fruits.

3. Image and sketch plant cells under a microscope.

4. Image and sketch animal cells under a microscope.

5. Determine the effects of various antibiotics on different types of bacteria.

6. Verifying the principle of osmosis by measuring the increase in mass of a deshelled egg placed in a salt solution.

7. Fermentation of glucose with yeast to produce ethanol.

8. Determine if photosynthesis can take place without sunlight by using a destarched plant.

9. Validating the principle of respiration by blowing custard powder througha candle flame to create a fireball.

10. Determine if photosynthesis can take place without carbon dioxide by using a destarched plant.

11. Practicing biochemical separation by extracting iron from fortified breakfast cereal.

12. Validating factors affecting enzymatic digestion by placing tinned and fresh pineapple slices (which contain bromelase enzyme) separately on freshly made jelly (has proteins like gelatin).

13. Measure the amount of water a plant cutting absorbs and releases through transpiration.

14. Validate the strength of plant fibers by first extracting them and then using physical tests for strength.

15. Analyze differences between cooked and raw potato cells under a microscope.

16. Burn different Pakistani food samples to determine their energy content.

17. Practice plant cloning by taking a cutting from a plant and growing it up to produce a clone of the original parent plant.

18. Analyze the effects of smoking by extracting tar from a burning cigarette and universal indicator solution.

19. Measure how additional juice can be extracted from apples when an enzyme – pectinase – is used in the process.

20. Measuring the levels of Vitamin C in a variety of fruit juices.

21. Identify cells undergoing mitosis by viewing onion root cells under a microscope.

22. Create a closed ecosystem using a large plastic bottle or container.

23.

The following website was used to generate these ideas;

https://www.preproom.org/practicals/biology.aspx?page=1

https://www.weareteachers.com/science-experiments-for-high-school/

Specific experiments that are recommended to be practically investigated while teaching the relevant theoretical topics to students:

Experiment 1: Rate of an Enzyme Controlled Reaction

Experiment 2: Calculating Mitotic Index using Plant Cells

Experiment 3: Investigating Water Potential

Experiment 4: Investigating Cell Membrane Permeability

Experiment 5: Chromatography of Photosynthetic Pigments

Experiment 6: Dehydrogenase Activity in Chloroplasts

Experiment 7: Respiration in Single Celled Organisms

Experiment 8: Investigating Simple Animal Responses

Experiment 9: Measuring Concentration of Glucose using a Calibration Curve

Experiment 10: Effect of Different Variables on Species Distribution

Experiment 11: Effect of Caffeine on Heart Rate in Daphnia

Experiment 12: Investigating plant mineral deficiencies

Experiment 13: Antimicrobial properties of plants

Experiment 14: Ecology of a habitat

Experiment 15: Photosynthesis and the Hill reaction

Experiment 16: Separating DNA fragments - gel electrophoresis

Experiment 17: Effect of different antibiotics

Experiment 18: Investigate rate of respiration

Experiment 19: Measure effects of exercise

Experiment 20: Habituation to a stimulus

Experiment 21: Sucrose concentration and pollen tube growth

Experiment 22: Environmental conditions and water uptake

Experiment 23: Different wavelengths of light and photosynthesis

Experiment 24: Rate of growth of microorganisms in culture

Experiment 25: Gibberellin on the production of Amylase

Experiment 26: Effect of different sampling methods on estimates of the size of a population

Experiment 27: Effect of one abiotic factor on species distribution and morphology