Type:

Interactive

Description:

Collection of Labs in the subject of Biology. Includes topics such as cells, DNA, Genetics, Mitosis, Meiosis, Human Body, Evolution and Ecology.

Subjects:

  • Science > General

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10

Keywords:

collections Labs Biology cells DNA Genetics Mitosis Meiosis Human Body Evolution and Ecology.

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0

Collections:

None
Update Standards?

SCI.5-8.4.G.1: Science

follow safety procedures in the classroom and laboratory

SCI.5-8.4.G.2.a: Science

metric ruler

SCI.5-8.4.G.2.b: Science

balance

SCI.5-8.4.G.2.c: Science

stopwatch

SCI.5-8.4.G.2.d: Science

graduated cylinder

SCI.5-8.4.G.2.e: Science

thermometer

SCI.5-8.4.G.2.f: Science

spring scale

SCI.5-8.4.G.2.g: Science

voltmeter

SCI.5-8.4.G.3: Science

use appropriate units for measured or calculated values

SCI.5-8.4.G.4: Science

recognize and analyze patterns and trends

SCI.5-8.4.G.5: Science

classify objects according to an established scheme and a student-generated scheme

SCI.5-8.4.G.6: Science

develop and use a dichotomous key

SCI.5-8.4.G.7: Science

sequence events

SCI.5-8.4.G.8: Science

identify cause-and-effect relationships

SCI.5-8.4.G.9: Science

use indicators and interpret results

SCI.5-8.4.L.1: Science

manipulate a compound microscope to view microscopic objects

SCI.5-8.4.L.2: Science

determine the size of a microscopic object, using a compound microscope

SCI.5-8.4.L.3: Science

prepare a wet mount slide

SCI.5-8.4.L.4: Science

use appropriate staining techniques

SCI.5-8.4.L.5: Science

design and use a Punnett square or a pedigree chart to predict the probability of certain traits

SCI.5-8.4.L.6: Science

classify living things according to a student-generated scheme and an established scheme

SCI.5-8.4.L.7: Science

interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web

SCI.5-8.4.L.8: Science

identify pulse points and pulse rates

SCI.5-8.4.L.9: Science

identify structure and function relationships in organisms

SCI.5-8.1.M1.1a: Science

identify independent and dependent variables

SCI.5-8.1.M1.1b: Science

identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material

SCI.5-8.1.M1.1c: Science

apply mathematical equations to describe relationships among variables in the natural world

SCI.5-8.1.M2.1a: Science

interpolate and extrapolate from data

SCI.5-8.1.M2.1b: Science

quantify patterns and trends

SCI.5-8.1.M3.1a: Science

use appropriate scientific tools to solve problems about the natural world

SCI.5-8.1.S1.1a: Science

formulate questions about natural phenomena

SCI.5-8.1.S1.1b: Science

identify appropriate references to investigate a question

SCI.5-8.1.S1.1c: Science

refine and clarify questions so that they are subject to scientific investigation

SCI.5-8.1.S1.2a: Science

independently formulate a hypothesis

SCI.5-8.1.S1.2b: Science

propose a model of a natural phenomenon

SCI.5-8.1.S1.2c: Science

differentiate among observations, inferences, predictions, and explanations

SCI.5-8.1.S1.3: Science

Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.

SCI.5-8.1.S1.4: Science

Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

SCI.5-8.1.S2.1a: Science

demonstrate appropriate safety techniques

SCI.5-8.1.S2.1b: Science

conduct an experiment designed by others

SCI.5-8.1.S2.1c: Science

design and conduct an experiment to test a hypothesis

SCI.5-8.1.S2.1d.1: Science

measuring

SCI.5-8.1.S2.1d.2: Science

observing

SCI.5-8.1.S2.1d.3: Science

describing

SCI.5-8.1.S2.1d.4: Science

classifying

SCI.5-8.1.S2.1d.5: Science

sequencing

SCI.5-8.1.S2.2a: Science

include appropriate safety procedures

SCI.5-8.1.S2.2b: Science

design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)

SCI.5-8.1.S2.2c: Science

design a simple controlled experiment

SCI.5-8.1.S2.2d: Science

identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment

SCI.5-8.1.S2.2e: Science

choose appropriate sample size and number of trials

SCI.5-8.1.S2.3a: Science

use appropriate safety procedures

SCI.5-8.1.S2.3b: Science

conduct a scientific investigation

SCI.5-8.1.S2.3c: Science

collect quantitative and qualitative data

SCI.5-8.1.S3.1a: Science

organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships

SCI.5-8.1.S3.1b: Science

generate and use scales, create legends, and appropriately label axes

SCI.5-8.1.S3.2a: Science

accurately describe the procedures used and the data gathered

SCI.5-8.1.S3.2b: Science

identify sources of error and the limitations of data collected

SCI.5-8.1.S3.2c: Science

evaluate the original hypothesis in light of the data

SCI.5-8.1.S3.2d: Science

formulate and defend explanations and conclusions as they relate to scientific phenomena

SCI.5-8.1.S3.2e: Science

form and defend a logical argument about cause-and-effect relationships in an investigation

SCI.5-8.1.S3.2f: Science

make predictions based on experimental data

SCI.5-8.1.S3.2g: Science

suggest improvements and recommendations for further studying

SCI.5-8.1.S3.2h: Science

use and interpret graphs and data tables

SCI.5-8.1.S3.3: Science

Modify their personal understanding of phenomena based on evaluation of their hypothesis.

SCI.5-8.1.T1.1a: Science

identify a scientific or human need that is subject to a technological solution which applies scientific principles

SCI.5-8.1.T1.2a: Science

use all available information systems for a preliminary search that addresses the need

SCI.5-8.1.T1.3a: Science

generate ideas for alternative solutions

SCI.5-8.1.T1.3b: Science

evaluate alternatives based on the constraints of design

SCI.5-8.1.T1.4a: Science

design and construct a model of the product or process

SCI.5-8.1.T1.4b: Science

construct a model of the product or process

SCI.5-8.1.T1.5a: Science

test a design

SCI.5-8.1.T1.5b: Science

evaluate a design

SCI.5-8.2.1.1: Science

Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.

SCI.5-8.2.1.2: Science

Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.

SCI.5-8.2.1.3: Science

Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.

SCI.5-8.2.1.4a: Science

collect the data, using the appropriate, available tool

SCI.5-8.2.1.4b: Science

organize the data

SCI.5-8.2.1.4c: Science

use the collected data to communicate a scientific concept

SCI.5-8.2.1.5: Science

Use simple modeling programs to make predictions.

SCI.5-8.2.2.1a: Science

critically analyze data to exclude erroneous information

SCI.5-8.2.2.1b: Science

identify and explain sources of error in a data collection

SCI.5-8.2.2.2: Science

Identify advantages and limitations of data-handling programs and graphics programs.

SCI.5-8.2.2.3: Science

Understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.

SCI.5-8.2.3.1: Science

Use graphical, statistical, and presentation software to present projects to fellow classmates.

SCI.5-8.2.3.2: Science

Describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.

SCI.5-8.2.3.3: Science

Explain the impact of the use and abuse of electronically generated information on individuals and families.

SCI.5-8.6.1.1: Science

Describe the differences between dynamic systems and organizational systems.

SCI.5-8.6.1.2: Science

Describe the differences and similarities among engineering systems, natural systems, and social systems.

SCI.5-8.6.1.3: Science

Describe the differences between open-and closed-loop systems.

SCI.5-8.6.1.4: Science

Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

SCI.5-8.6.2.1: Science

Select an appropriate model to begin the search for answers or solutions to a question or problem.

SCI.5-8.6.2.2: Science

Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).

SCI.5-8.6.2.3: Science

Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

SCI.5-8.6.3.1: Science

Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.

SCI.5-8.6.3.2: Science

Use powers of ten notation to represent very small and very large numbers.

SCI.5-8.6.4.1: Science

Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.

SCI.5-8.6.4.2: Science

Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.

SCI.5-8.6.5.1: Science

Use simple linear equations to represent how a parameter changes with time.

SCI.5-8.6.5.2: Science

Observe patterns of change in trends or cycles and make predictions on what might happen in the future.

SCI.5-8.6.6.1: Science

Determine the criteria and constraints and make trade-offs to determine the best decision.

SCI.5-8.6.6.2: Science

Use graphs of information for a decision-making problem to determine the optimum solution.

SCI.9-12.L.1.1.1.a: Science

Scientific explanations are built by combining evidence that can be observed with what people already know about the world.

SCI.9-12.L.1.1.1.b: Science

Learning about the historical development of scientific concepts or about individuals who have contributed to scientific knowledge provides a better understanding of scientific inquiry and the relationship between science and society.

SCI.9-12.L.1.1.1.c: Science

Science provides knowledge, but values are also essential to making effective and ethical decisions about the application of scientific knowledge.

SCI.9-12.L.1.1.2.a: Science

Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

SCI.9-12.L.1.1.2.b: Science

Inquiry involves making judgments about the reliability of the source and relevance of information.

SCI.9-12.L.1.1.3.a: Science

Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions.

SCI.9-12.L.1.1.3.b: Science

All scientific explanations are tentative and subject to change or improvement. Each new bit of evidence can create more questions than it answers. This leads to increasingly better understanding of how things work in the living world.

SCI.9-12.L.1.1.4.a: Science

Well-accepted theories are ones that are supported by different kinds of scientific investigations often involving the contributions of individuals from different disciplines.

SCI.9-12.L.1.2.1: Science

Devise ways of making observations to test proposed explanations.

SCI.9-12.L.1.2.2.a: Science

Development of a research plan involves researching background information and understanding the major concepts in the area being investigated. Recommendations for methodologies, use of technologies, proper equipment, and safety precautions should also be included.

SCI.9-12.L.1.2.3.a: Science

Hypotheses are predictions based upon both research and observation.

SCI.9-12.L.1.2.3.b: Science

Hypotheses are widely used in science for determining what data to collect and as a guide for interpreting the data.

SCI.9-12.L.1.2.3.c: Science

Development of a research plan for testing a hypothesis requires planning to avoid bias (e.g., repeated trials, large sample size, and objective data-collection techniques).

SCI.9-12.L.1.2.4: Science

Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

SCI.9-12.L.1.3.1.a: Science

Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena.

SCI.9-12.L.1.3.2: Science

Apply statistical analysis techniques when appropriate to test if chance alone explains the results.

SCI.9-12.L.1.3.3: Science

Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported.

SCI.9-12.L.1.3.4.a: Science

Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation.

SCI.9-12.L.1.3.4.b: Science

Claims should be questioned if the data are based on samples that are very small, biased, or inadequately controlled or if the conclusions are based on the faulty, incomplete, or misleading use of numbers.

SCI.9-12.L.1.3.4.c: Science

Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow logically from the evidence given.

SCI.9-12.L.1.3.5.a: Science

One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Scientists make the results of their investigations public; they should describe the investigations in ways that enable others to repeat the investigations.

SCI.9-12.L.1.3.5.b: Science

Scientists use peer review to evaluate the results of scientific investigations and the explanations proposed by other scientists. They analyze the experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyond the evidence, and suggest alternative explanations for the same observations.

SCI.9-12.L.4.1.1.a: Science

Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying out either autotropic or heterotropic nutrition.

SCI.9-12.L.4.1.1.b: Science

An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments.

SCI.9-12.L.4.1.1.c: Science

In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem.

SCI.9-12.L.4.1.1.d: Science

The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species.

SCI.9-12.L.4.1.1.e: Science

Ecosystems, like many other complex systems, tend to show cyclic changes around a state of approximate equilibrium.

SCI.9-12.L.4.1.1.f: Science

Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability.

SCI.9-12.L.4.1.2.a: Science

Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.

SCI.9-12.L.4.1.2.b: Science

Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to perform the life functions.

SCI.9-12.L.4.1.2.c: Science

The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions.

SCI.9-12.L.4.1.2.d: Science

If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis.

SCI.9-12.L.4.1.2.e: Science

The organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together.

SCI.9-12.L.4.1.2.f: Science

Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.

SCI.9-12.L.4.1.2.g: Science

Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells.

SCI.9-12.L.4.1.2.h: Science

Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life.

SCI.9-12.L.4.1.2.i: Science

Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).

SCI.9-12.L.4.1.2.j: Science

Receptor molecules play an important role in the interactions between cells. Two primary agents of cellular communication are hormones and chemicals produced by nerve cells. If nerve or hormone signals are blocked, cellular communication is disrupted and the organism's stability is affected.

SCI.9-12.L.4.1.3.a: Science

The structures present in some single-celled organisms act in a manner similar to the tissues and systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to maintain homeostasis.

SCI.9-12.L.4.2.1.a: Science

Genes are inherited, but their expression can be modified by interactions with the environment.

SCI.9-12.L.4.2.1.b: Science

Every organism requires a set of coded instructions for specifying its traits. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions from one generation to another.

SCI.9-12.L.4.2.1.c: Science

Hereditary information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus.

SCI.9-12.L.4.2.1.d: Science

In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.

SCI.9-12.L.4.2.1.e: Science

In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via the egg) and half from its father (via the sperm). Sexually produced offspring often resemble, but are not identical to, either of their parents.

SCI.9-12.L.4.2.1.f: Science

In all organisms, the coded instructions for specifying the characteristics of the organism are carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are the basis for how the genetic information that underlies heredity is both encoded in genes (as a string of molecular "bases") and replicated by means of a template.

SCI.9-12.L.4.2.1.g: Science

Cells store and use coded information. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires.

SCI.9-12.L.4.2.1.h: Science

Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation. Usually, an altered gene will be passed on to every cell that develops from it.

SCI.9-12.L.4.2.1.i: Science

The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acids in a specific sequence. This sequence influences the shape of the protein. The shape of the protein, in turn, determines its function.

SCI.9-12.L.4.2.1.j: Science

Offspring resemble their parents because they inherit similar genes that code for the production of proteins that form similar structures and perform similar functions.

SCI.9-12.L.4.2.1.k: Science

The many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. This is because different parts of these instructions are used in different types of cells, and are influenced by the cellÕs environment and past history.

SCI.9-12.L.4.2.2.a: Science

For thousands of years new varieties of cultivated plants and domestic animals have resulted from selective breeding for particular traits.

SCI.9-12.L.4.2.2.b: Science

In recent years new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to produce new characteristics.

SCI.9-12.L.4.2.2.c: Science

Different enzymes can be used to cut, copy, and move segments of DNA. Characteristics produced by the segments of DNA may be expressed when these segments are inserted into new organisms, such as bacteria.

SCI.9-12.L.4.2.2.d: Science

Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it.

SCI.9-12.L.4.2.2.e: Science

Knowledge of genetics is making possible new fields of health care; for example, finding genes which may have mutations that can cause disease will aid in the development of preventive measures to fight disease. Substances, such as hormones and enzymes, from genetically engineered organisms may reduce the cost and side effects of replacing missing body chemicals.

SCI.9-12.L.4.3.1.a: Science

The basic theory of biological evolution states that the Earth's present-day species developed from earlier, distinctly different species.

SCI.9-12.L.4.3.1.b: Science

New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.

SCI.9-12.L.4.3.1.c: Science

Mutation and the sorting and recombining of genes during meiosis and fertilization result in a great variety of possible gene combinations.

SCI.9-12.L.4.3.1.d: Science

Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other body cells only.

SCI.9-12.L.4.3.1.e: Science

Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life-forms, as well as for the molecular and structural similarities observed among the diverse species of living organisms.

SCI.9-12.L.4.3.1.f: Science

Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.

SCI.9-12.L.4.3.1.g: Science

Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.

SCI.9-12.L.4.3.1.h: Science

The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions.

SCI.9-12.L.4.3.1.i: Science

Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.

SCI.9-12.L.4.3.1.j: Science

Billions of years ago, life on Earth is thought by many scientists to have begun as simple, single-celled organisms. About a billion years ago, increasingly complex multi- cellular organisms began to evolve.

SCI.9-12.L.4.3.1.k: Science

Evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.

SCI.9-12.L.4.3.1.l: Science

Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist.

SCI.9-12.L.4.4.1.a: Science

Reproduction and development are necessary for the continuation of any species.

SCI.9-12.L.4.4.1.b: Science

Some organisms reproduce asexually with all the genetic information coming from one parent. Other organisms reproduce sexually with half the genetic information typically contributed by each parent. Cloning is the production of identical genetic copies.

SCI.9-12.L.4.4.1.c: Science

The processes of meiosis and fertilization are key to sexual reproduction in a wide variety of organisms. The process of meiosis results in the production of eggs and sperm which each contain half of the genetic information. During fertilization, gametes unite to form a zygote, which contains the complete genetic information for the offspring.

SCI.9-12.L.4.4.1.d: Science

The zygote may divide by mitosis and differentiate to form the specialized cells, tissues, and organs of multicellular organisms.

SCI.9-12.L.4.4.1.e: Science

Human reproduction and development are influenced by factors such as gene expression, hormones, and the environment. The reproductive cycle in both males and females is regulated by hormones such as testosterone, estrogen, and progesterone.

SCI.9-12.L.4.4.1.f: Science

The structures and functions of the human female reproductive system, as in almost all other mammals, are designed to produce gametes in ovaries, allow for internal fertilization, support the internal development of the embryo and fetus in the uterus, and provide essential materials through the placenta, and nutrition through milk for the newborn.

SCI.9-12.L.4.4.1.g: Science

The structures and functions of the human male reproductive system, as in other mammals, are designed to produce gametes in testes and make possible the delivery of these gametes for fertilization.

SCI.9-12.L.4.4.1.h: Science

In humans, the embryonic development of essential organs occurs in early stages of pregnancy. The embryo may encounter risks from faults in its genes and from its mother's exposure to environmental factors such as inadequate diet, use of alcohol/drugs/tobacco, other toxins, or infections throughout her pregnancy.

SCI.9-12.L.4.5.1.a: Science

The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living systems.

SCI.9-12.L.4.5.1.b: Science

Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.

SCI.9-12.L.4.5.1.c: Science

In all organisms, organic compounds can be used to assemble other molecules such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a source of energy for life processes.

SCI.9-12.L.4.5.1.d: Science

In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as wastes.

SCI.9-12.L.4.5.1.e: Science

The energy from ATP is used by the organism to obtain, transform, and transport materials, and to eliminate wastes.

SCI.9-12.L.4.5.1.f: Science

Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The rate at which enzymes work can be influenced by internal environmental factors such as pH and temperature.

SCI.9-12.L.4.5.1.g: Science

Enzymes and other molecules, such as hormones, receptor molecules, and antibodies, have specific shapes that influence both how they function and how they interact with other molecules.

SCI.9-12.L.4.5.2.a: Science

Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death.

SCI.9-12.L.4.5.2.b: Science

Viruses, bacteria, fungi, and other parasites may infect plants and animals and interfere with normal life functions.

SCI.9-12.L.4.5.2.c: Science

The immune system protects against antigens associated with pathogenic organisms or foreign substances and some cancer cells.

SCI.9-12.L.4.5.2.d: Science

Some white blood cells engulf invaders. Others produce antibodies that attack them or mark them for killing. Some specialized white blood cells will remain, able to fight off subsequent invaders of the same kind.

SCI.9-12.L.4.5.2.e: Science

Vaccinations use weakened microbes (or parts of them) to stimulate the immune system to react. This reaction prepares the body to fight subsequent invasions by the same microbes.

SCI.9-12.L.4.5.2.f: Science

Some viral diseases, such as AIDS, damage the immune system, leaving the body unable to deal with multiple infectious agents and cancerous cells.

SCI.9-12.L.4.5.2.g: Science

Some allergic reactions are caused by the body's immune responses to usually harmless environmental substances. Sometimes the immune system may attack some of the body's own cells or transplanted organs.

SCI.9-12.L.4.5.2.h: Science

Disease may also be caused by inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Some effects show up right away; others may not show up for many years.

SCI.9-12.L.4.5.2.i: Science

Gene mutations in a cell can result in uncontrolled cell division, called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

SCI.9-12.L.4.5.2.j: Science

Biological research generates knowledge used to design ways of diagnosing, preventing, treating, controlling, or curing diseases of plants and animals.

SCI.9-12.L.4.5.3.a: Science

Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.

SCI.9-12.L.4.5.3.b: Science

Feedback mechanisms have evolved that maintain homeostasis. Examples include the changes in heart rate or respiratory rate in response to increased activity in muscle cells, the maintenance of blood sugar levels by insulin from the pancreas, and the changes in openings in the leaves of plants by guard cells to regulate water loss and gas exchange.

SCI.9-12.L.4.6.1.a: Science

Energy flows through ecosystems in one direction, typically from the Sun, through photosynthetic organisms including green plants and algae, to herbivores to carnivores and decomposers.

SCI.9-12.L.4.6.1.b: Science

The atoms and molecules on the Earth cycle among the living and nonliving components of the biosphere. For example, carbon dioxide and water molecules used in photosynthesis to form energy-rich organic compounds are returned to the environment when the energy in these compounds is eventually released by cells. Continual input of energy from sunlight keeps the process going. This concept may be illustrated with an energy pyramid.

SCI.9-12.L.4.6.1.c: Science

The chemical elements, such as carbon, hydrogen, nitrogen, and oxygen, that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in a food web, some energy is stored in newly made structures but much is dissipated into the environment as heat.

SCI.9-12.L.4.6.1.d: Science

The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi.

SCI.9-12.L.4.6.1.e: Science

In any particular environment, the growth and survival of organisms depend on the physical conditions including light intensity, temperature range, mineral availability, soil/rock type, and relative acidity (pH).

SCI.9-12.L.4.6.1.f: Science

Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions among organisms.

SCI.9-12.L.4.6.1.g: Science

Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, scavenge, or decompose another.

SCI.9-12.L.4.6.2.a: Science

As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. This diversity of species increases the chance that at least some will survive in the face of large environmental changes. Biodiversity increases the stability of the ecosystem.

SCI.9-12.L.4.6.2.b: Science

Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to humankind. As diversity is lost, potential sources of these materials may be lost with it.

SCI.9-12.L.4.6.3.a: Science

The interrelationships and interdependencies of organisms affect the development of stable ecosystems.

SCI.9-12.L.4.6.3.b: Science

Through ecological succession, all ecosystems progress through a sequence of changes during which one ecological community modifies the environment, making it more suitable for another community. These long-term gradual changes result in the community reaching a point of stability that can last for hundreds or thousands of years.

SCI.9-12.L.4.6.3.c: Science

A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters. The altered ecosystem can usually recover through gradual changes back to a point of long- term stability.

SCI.9-12.L.4.7.1.a: Science

The Earth has finite resources; increasing human consumption of resources places stress on the natural processes that renew some resources and deplete those resources that cannot be renewed.

SCI.9-12.L.4.7.1.b: Science

Natural ecosystems provide an array of basic processes that affect humans. Those processes include but are not limited to: maintenance of the quality of the atmosphere, generation of soils, control of the water cycle, removal of wastes, energy flow, and recycling of nutrients. Humans are changing many of these basic processes and the changes may be detrimental.

SCI.9-12.L.4.7.1.c: Science

Human beings are part of the Earth's ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.

SCI.9-12.L.4.7.2.a: Science

Human activities that degrade ecosystems result in a loss of diversity of the living and nonliving environment. For example, the influence of humans on other organisms occurs through land use and pollution. Land use decreases the space and resources available to other species, and pollution changes the chemical composition of air, soil, and water.

SCI.9-12.L.4.7.2.b: Science

When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area.

SCI.9-12.L.4.7.2.c: Science

Industrialization brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.

SCI.9-12.L.4.7.3.a: Science

Societies must decide on proposals which involve the introduction of new technologies. Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.

SCI.9-12.L.4.7.3.b: Science

The decisions of one generation both provide and limit the range of possibilities open to the next generation.

SCI.9-12.4.L.1: Science

Follows safety rules in the laboratory

SCI.9-12.4.L.2.a: Science

Uses graduated cylinders to measure volume

SCI.9-12.4.L.2.b: Science

Uses metric ruler to measure length

SCI.9-12.4.L.2.c: Science

Uses thermometer to measure temperature

SCI.9-12.4.L.2.d: Science

Uses triple-beam or electronic balance to measure mass

SCI.9-12.4.L.3.a: Science

Identifies and compares parts of a variety of cells

SCI.9-12.4.L.3.b: Science

Compares relative sizes of cells and organelles

SCI.9-12.4.L.3.c: Science

Prepares wet-mount slides and uses appropriate staining techniques

SCI.9-12.4.L.4: Science

Designs and uses dichotomous keys to identify specimens

SCI.9-12.4.L.5: Science

Makes observations of biological processes

SCI.9-12.4.L.6: Science

Dissects plant and/or animal specimens to expose and identify internal structures

SCI.9-12.4.L.7: Science

Follows directions to correctly use and interpret chemical indicators

SCI.9-12.4.L.8: Science

Uses chromatography and/or electrophoresis to separate molecules

SCI.9-12.4.L.9: Science

Designs and carries out a controlled, scientific experiment based on biological processes

SCI.9-12.4.L.10: Science

States an appropriate hypothesis

SCI.9-12.4.L.11: Science

Differentiates between independent and dependent variables

SCI.9-12.4.L.12: Science

Identifies the control group and/or controlled variables

SCI.9-12.4.L.13: Science

Collects, organizes, and analyzes data, using a computer and/or other laboratory equipment

SCI.9-12.4.L.14: Science

Organizes data through the use of data tables and graphs

SCI.9-12.4.L.15: Science

Analyzes results from observations/expressed data

SCI.9-12.4.L.16: Science

Formulates an appropriate conclusion or generalization from the results of an experiment

SCI.9-12.4.L.17: Science

Recognizes assumptions and limitations of the experiment
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