CALIFORNIA STANDARDS TEST BIOLOGY/LIFE SCIENCE

(Blueprint adopted by the State Board of Education 10/2002)

* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Cell Biology " T$e f%&'(me&t(l life )*o+esses of )l(&ts (&' (&im(ls 'e)e&' o& ( ,(*iety of +$emi+(l *e(+tio&s t$(t o++%* i& s)e+i(li-e' (*e(s of t$e o*g(&ism.s +ells" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. b. Students know en ymes are proteins that cataly e biochemical reactions without altering the reaction e!uilibrium and the acti"ities of en ymes depend on the temperature# ionic conditions# and the p$ of the surroundings. c. Students know how pro&aryotic cells# eu&aryotic cells (including those from plants and animals)# and "iruses differ in comple'ity and general structure. d. Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (()*) in the nucleus to translation of proteins on ribosomes in the cytoplasm. e. Students know the role of the endoplasmic reticulum and +olgi apparatus in the secretion of proteins. f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dio'ide. g. Students know the role of the mitochondria in ma&ing stored chemical, bond energy a"ailable to cells by completing the brea&down of glucose to carbon dio'ide. h. Students know most macromolecules (polysaccharides# nucleic acids# proteins# lipids) in cells and organisms are synthesi ed from a small collection of simple precursors. i.% Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for *-. production. /.% Students know how eu&aryotic cells are gi"en shape and internal organi ation by a cytos&eleton or cell wall or both. Ge&eti+s 2" 3%t(tio& (&' se4%(l *e)*o'%+tio& le(' to ge&eti+ ,(*i(tio& i& ( )o)%l(tio&" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know meiosis is an early step in se'ual reproduction in which the pairs of chromosomes separate and segregate randomly during cell di"ision to produce gametes containing one chromosome of each type. b. Students know only certain cells in a multicellular organism undergo meiosis. c. Students know how random chromosome segregation e'plains the probability that a particular allele will be in a gamete.

# of Items 9 N/A 1 1 or 2%%

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1 or 2%% 1 1 1 1 1 )*% )*% 9 5 1 1 1 0 "1%

* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES d. Students know new combinations of alleles may be generated in a ygote through the fusion of male and female gametes (fertili ation). e. Students know why appro'imately half of an indi"idual0s 1)* se!uence comes from each parent. f. Students know the role of chromosomes in determining an indi"idual0s se'. g. Students know how to predict possible combinations of alleles in a ygote from the genetic ma&eup of the parents. 0" A m%lti+ell%l(* o*g(&ism 'e,elo)s f*om ( si&gle -ygote6 (&' its )$e&oty)e 'e)e&'s o& its ge&oty)e6 7$i+$ is est(/lis$e' (t fe*tili-(tio&" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or 2,lin&ed# dominant or recessi"e). b. Students know the genetic basis for 3endel0s laws of segregation and independent assortment. c.%Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes. d.%Students know how to use data on fre!uency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes. 8" Ge&es (*e ( set of i&st*%+tio&s e&+o'e' i& t$e DNA se9%e&+e of e(+$ o*g(&ism t$(t s)e+ify t$e se9%e&+e of (mi&o (+i's i& )*otei&s +$(*(+te*isti+ of t$(t o*g(&ism" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know the general pathway by which ribosomes synthesi e proteins# using t()*s to translate genetic information in m()*. b. Students know how to apply the genetic coding rules to predict the se!uence of amino acids from a se!uence of codons in ()*. c. Students know how mutations in the 1)* se!uence of a gene may or may not affect the e'pression of the gene or the se!uence of amino acids in an encoded protein. d. Students know speciali ation of cells in multicellular organisms is usually due to different patterns of gene e'pression rather than to differences of the genes themsel"es. e. Students know proteins can differ from one another in the number and se!uence of amino acids. f.% Students know why proteins ha"ing different amino acid se!uences typically ha"e different shapes and chemical properties.

# of Items 1 1 1 1 0 1 or 2%% 1 or 2%% )*% )*%

! 1 1 1 1 1 )*%

* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES !" T$e ge&eti+ +om)ositio& of +ells +(& /e (lte*e' /y i&+o*)o*(tio& of e4oge&o%s DNA i&to t$e +ells" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know the general structures and functions of 1)*# ()*# and protein. b. Students know how to apply base,pairing rules to e'plain precise copying of 1)* during semiconser"ati"e replication and transcription of information from 1)* into m()*. c. Students know how genetic engineering (biotechnology) is used to produce no"el biomedical and agricultural products. d.%Students know how basic 1)* technology (restriction digestion by endonucleases# gel electrophoresis# ligation# and transformation) is used to construct recombinant 1)* molecules. e.%Students know how e'ogenous 1)* can be inserted into bacterial cells to alter their genetic ma&eup and support e'pression of new protein products. E+ology 1" St(/ility i& (& e+osystem is ( /(l(&+e /et7ee& +om)eti&g effe+ts" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know biodi"ersity is the sum total of different &inds of organisms and is affected by alterations of habitats. b. Students know how to analy e changes in an ecosystem resulting from changes in climate# human acti"ity# introduction of nonnati"e species# or changes in population si e. c. Students know how fluctuations in population si e in an ecosystem are determined by the relati"e rates of birth# immigration# emigration# and death. d. Students know how water# carbon# and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how o'ygen cycles through photosynthesis and respiration. e. Students know a "ital part of an ecosystem is the stability of its producers and decomposers. f. Students know at each lin& in a food web some energy is stored in newly made structures but much energy is dissipated into the en"ironment as heat. -his dissipation may be represented in an energy pyramid. g.%Students know how to distinguish between the accommodation of an indi"idual organism to its en"ironment and the gradual adaptation of a lineage of organisms through genetic change.

# of Items 8 1 or 2%% 1 or 2%% 1 or 2%% )*% )*% 5

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1 1 1 or 2%% 1 or 2%% 1 1

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* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES E,ol%tio& 5" T$e f*e9%e&+y of (& (llele i& ( ge&e )ool of ( )o)%l(tio& 'e)e&'s o& m(&y f(+to*s (&' m(y /e st(/le o* %&st(/le o,e* time" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know why natural selection acts on the phenotype rather than the genotype of an organism. b. Students know why alleles that are lethal in a homo ygous indi"idual may be carried in a hetero ygote and thus maintained in a gene pool. c. Students know new mutations are constantly being generated in a gene pool. d. Students know "ariation within a species increases the li&elihood that at least some members of a species will sur"i"e under changed en"ironmental conditions. e.% Students know the conditions for $ardy,4einberg e!uilibrium in a population and why these conditions are not li&ely to appear in nature. f.% Students know how to sol"e the $ardy,4einberg e!uation to predict the fre!uency of genotypes in a population# gi"en the fre!uency of phenotypes. :" E,ol%tio& is t$e *es%lt of ge&eti+ +$(&ges t$(t o++%* i& +o&st(&tly +$(&gi&g e&,i*o&me&ts" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know how natural selection determines the differential sur"i"al of groups of organisms. b. Students know a great di"ersity of species increases the chance that at least some organisms sur"i"e ma/or changes in the en"ironment. c. Students know the effects of genetic drift on the di"ersity of organisms in a population. d. Students know reproducti"e or geographic isolation affects speciation. e. Students know how to analy e fossil e"idence with regard to biological di"ersity# episodic speciation# and mass e'tinction. f.% Students know how to use comparati"e embryology# 1)* or protein se!uence comparisons# and other independent sources of data to create a branching diagram (cladogram) that shows probable e"olutionary relationships. g.% Students know how se"eral independent molecular cloc&s# calibrated against each other and combined with e"idence from the fossil record# can help to estimate how long ago "arious groups of organisms di"erged e"olutionarily from one another.

# of Items 9 8 1 1 1 1 )*% )*% ! 1 1 1 1 1 )*%

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)*%

* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES ;$ysiology 9" As ( *es%lt of t$e +oo*'i&(te' st*%+t%*es (&' f%&+tio&s of o*g(& systems6 t$e i&te*&(l e&,i*o&me&t of t$e $%m(& /o'y *em(i&s *el(ti,ely st(/le <$omeost(ti+= 'es)ite +$(&ges i& t$e o%tsi'e e&,i*o&me&t" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t: a. Students know how the complementary acti"ity of ma/or body systems pro"ides cells with o'ygen and nutrients and remo"es to'ic waste products such as carbon dio'ide. b. Students know how the ner"ous system mediates communication between different parts of the body and the body0s interactions with the en"ironment. c. Students know how feedbac& loops in the ner"ous and endocrine systems regulate conditions in the body. d. Students know the functions of the ner"ous system and the role of neurons in transmitting electrochemical impulses. e. Students know the roles of sensory neurons# interneurons# and motor neurons in sensation# thought# and response. f.% Students know the indi"idual functions and sites of secretion of digesti"e en ymes (amylases# proteases# nucleases# lipases)# stomach acid# and bile salts. g.%Students know the homeostatic role of the &idneys in the remo"al of nitrogenous wastes and the role of the li"er in blood deto'ification and glucose balance. h.%Students know the cellular and molecular basis of muscle contraction# including the roles of actin# myosin# 6a72# and *-.. i.% Students know how hormones (including digesti"e# reproducti"e# osmoregulatory) pro"ide internal feedbac& mechanisms for homeostasis at the cellular le"el and in whole organisms. #" O*g(&isms $(,e ( ,(*iety of me+$(&isms to +om/(t 'ise(se" As ( /(sis fo* %&'e*st(&'i&g t$e $%m(& imm%&e *es)o&se: a. Students know the role of the s&in in pro"iding nonspecific defenses against infection. b. Students know the role of antibodies in the body0s response to infection. c. Students know how "accination protects an indi"idual from infectious diseases. d. Students know there are important differences between bacteria and "iruses with respect to their re!uirements for growth and replication# the body0s primary defenses against bacterial and "iral infections# and effecti"e treatments of these infections.

# of Items # 1

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2/5%%% 1/5%%% 1 1 1/5%%% )*% )*% )*% )*% 8 1 or 2

(e"ery three years)

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* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES e. Students know why an indi"idual with a compromised immune system (for e'ample# a person with *81S) may be unable to fight off and sur"i"e infections by microorganisms that are usually benign. f.% Students know the roles of phagocytes# B,lymphocytes# and -, lymphocytes in the immune system. I&,estig(tio& (&' E4)e*ime&t(tio& " S+ie&tifi+ )*og*ess is m('e /y (s>i&g me(&i&gf%l 9%estio&s (&' +o&'%+ti&g +(*ef%l i&,estig(tio&s" As ( /(sis fo* %&'e*st(&'i&g t$is +o&+e)t (&' (''*essi&g t$e +o&te&t i& t$e ot$e* fo%* st*(&'s6 st%'e&ts s$o%l' 'e,elo) t$ei* o7& 9%estio&s (&' )e*fo*m i&,estig(tio&s" St%'e&ts 7ill: a. Select and use appropriate tools and technology (such as computer, lin&ed probes# spreadsheets# and graphing calculators) to perform tests# collect data# analy e relationships# and display data. b. 8dentify and communicate sources of una"oidable e'perimental error. c. 8dentify possible reasons for inconsistent results# such as sources of error or uncontrolled conditions. d. 9ormulate e'planations by using logic and e"idence. e. Sol"e scientific problems by using !uadratic e!uations and simple trigonometric# e'ponential# and logarithmic functions. f. 1istinguish between hypothesis and theory as scientific terms. g. (ecogni e the usefulness and limitations of models and theories as scientific representations of reality. h. (ead and interpret topographic and geologic maps. i. *naly e the locations# se!uences# or time inter"als that are characteristic of natural phenomena (e.g.# relati"e ages of roc&s# locations of planets o"er time# and succession of species in an ecosystem). /. (ecogni e the issues of statistical "ariability and the need for controlled tests. &. (ecogni e the cumulati"e nature of scientific e"idence. l. *naly e situations and sol"e problems that re!uire combining and applying concepts from more than one area of science. m. 8n"estigate a science,based societal issue by researching the literature# analy ing data# and communicating the findings. E'amples of issues include irradiation of food# cloning of animals by somatic cell nuclear transfer# choice of energy sources# and land and water use decisions in 6alifornia.

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* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation

CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES n. :now that when an obser"ation does not agree with an accepted scientific theory# the obser"ation is sometimes mista&en or fraudulent (e.g.# the .iltdown 3an fossil or unidentified flying ob/ects) and that the theory is sometimes wrong (e.g.# .tolemaic model of the mo"ement of the Sun# 3oon# and planets). TOTAL

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* Not assessed ** Alternate years *** Fractional values indicate rotated standards (e.g., 1/2 = rotated every two years; 1/3 = rotated every three years ! "ali#ornia $e%art&ent o# 'ducation