|
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Bloomsburg Area School District |
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Science 9-12 |
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Science - AP Biology |
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Problem Solving: Questions/Evaluate
The learner will be able to
evaluate the problem, sequence all necessary information and all questions that must be answered.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.D |
|
Problem Solving: Solution/Assess
The learner will be able to
assess the solution, test, redesign, and make improvements if necessary.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.D |
|
Problem Solving: Process/Communicate
The learner will be able to
communicate the process and assess and present the effects of a solution.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.D |
|
Problem Solving: Suggest/Appraise
The learner will be able to
suggest, develop, and appraise the best solution and develop alternative solutions.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.D |
|
Models: Physical/Utilize/Data
The learner will be able to
utilize knowledge of complex physical models to interpret data and apply mathematical models.
| Strand |
Scope |
Source |
| Models |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.B |
|
Processes: Scientific/Utilize/Work
The learner will be able to
comprehend and utilize the ongoing scientific processes to continually improve and further understand how things work.
| Strand |
Scope |
Source |
| Processes |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.A |
|
Science, Tech. & Society: Interactio
The learner will be able to
synthesize and assess the interactions and constraints of science and technology on society.
| Strand |
Scope |
Source |
| Science, Tech. & Society |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.8.12.A |
|
Science & Technology: Solutions/Sugg
The learner will be able to
suggest solutions to specific scientific and technological applications and include the identification of possible financial considerations.
| Strand |
Scope |
Source |
| Science and Technology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.8.12.C |
|
Problem Solving: Solution/Choose/Use
The learner will be able to
choose and safely use suitable tools, materials, and processes required to solve complex problems that may result in more than one solution.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.A |
|
Investigations: Variables/Design
The learner will be able to
design an exploration with limited variables to investigate a question.
| Strand |
Scope |
Source |
| Investigations: Planning/Design |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Investigations: Control/Design
The learner will be able to
design an exploration with adequate control to investigate a question.
| Strand |
Scope |
Source |
| Investigations: Planning/Design |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Questioning: Exploration/Formulate
The learner will be able to
formulate questions about objects, organisms, and/or events that can be answered through scientific exploration.
| Strand |
Scope |
Source |
| Questioning |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Questioning: Data/Assess/Experimental
The learner will be able to
assess the importance of experimental data in answering the question.
| Strand |
Scope |
Source |
| Questioning |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Questioning: Suitability/Assess
The learner will be able to
assess the suitability of questions.
| Strand |
Scope |
Source |
| Questioning |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Instruments: Materials/Assess/Processes
The learner will be able to
assess suitable instruments and apparatus to accurately measure materials and processes.
| Strand |
Scope |
Source |
| Instruments |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.B |
|
Problem Solving: Tools/Utilize
The learner will be able to
utilize appropriate tools, materials, and processes to find the solutions to complex problems.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.8.12.B |
|
Problem Solving: Solution/Implement
The learner will be able to
implement a solution to a problem.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.D |
|
Science: Questions/Utilize/Advanced
The learner will be able to
utilize advanced tools, materials, and techniques to find answers to complex questions.
| Strand |
Scope |
Source |
| Science |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.A |
|
Conclusions: Logical/Evaluate
The learner will be able to
evaluate that conclusions are logical and consistent with experimental conditions.
| Strand |
Scope |
Source |
| Conclusions |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.B |
|
Processes: Experimental/Assess
The learner will be able to
assess experimental data for suitability and adherence to relevant scientific processes.
| Strand |
Scope |
Source |
| Processes |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.B |
|
Research: Results/Interpret
The learner will be able to
interpret results of investigational research to predict new data or improve a solution.
| Strand |
Scope |
Source |
| Research |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.B |
|
Research: Questions/Formulate
The learner will be able to
formulate additional questions from a research study that could be studied.
| Strand |
Scope |
Source |
| Research |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Measurement: Scales/Utilize/Data
The learner will be able to
utilize appropriate measurement scales when gathering data.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.D |
|
Measurement: Error/Utilize
The learner will be able to
utilize suitable instruments to accurately measure scientific and technological events within the error limits of the equipment.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.B |
|
Measurement: Scales/Examine/Data
The learner will be able to
examine appropriate measurement scales when gathering data.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.D |
|
Measurement: Error/Assess
The learner will be able to
assess the use of suitable instruments to accurately measure scientific and technological events within the error limits of the equipment.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.B |
|
Measurement: Scales/Assess
The learner will be able to
assess the appropriate use of various measurement scales.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.B |
|
Measurement: Scales/Assess/Advantages
The learner will be able to
assess the utility and advantages of a variety of absolute and relative measurement scales for their suitable application.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.B |
|
Measurement: Units/Evaluate
The learner will be able to
evaluate the use of several units of measurement to the same problem.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.D |
|
Inquiry: Problems/Utilize/Multi-step
The learner will be able to
utilize parts of scientific inquiry to find solutions to multi-step problems.
| Strand |
Scope |
Source |
| Scientific Inquiry |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Science & Technology: Models/Utilize
The learner will be able to
utilize concepts of models as a method to predict and comprehend science and technology.
| Strand |
Scope |
Source |
| Science and Technology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.B |
|
Science & Technology: Development
The learner will be able to
assess basic science and technology concepts and their development over time.
| Strand |
Scope |
Source |
| Science and Technology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.E |
|
Science & Technology: Assess
The learner will be able to
assess the nature of scientific and technological knowledge.
| Strand |
Scope |
Source |
| Science and Technology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.A |
|
Science, Tech. & Society: Limitation
The learner will be able to
assess limitations proposed by society on scientific research and technological applications.
| Strand |
Scope |
Source |
| Science, Tech. & Society: Limits |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.8.12.A |
|
Technology: Solutions/Assess
The learner will be able to
assess the benefits, consequences, and impacts of scientific and technological solutions.
| Strand |
Scope |
Source |
| Technology: Solutions |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.8.12.C |
|
Problem Solving: Resources/Utilize
The learner will be able to
utilize technological resources to solve complex multistep problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.A |
|
Problem Solving: Resources/Assess
The learner will be able to
assess technological resources to solve complex multistep problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.A |
|
Scientific Theories: Assess/Status
The learner will be able to
critically assess the status of existing theories.
| Strand |
Scope |
Source |
| Investigations: Scientific Theories |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.A |
|
Patterns: Structural/Compare/Function
The learner will be able to
compare and contrast structural and functional relationships associated with patterns.
| Strand |
Scope |
Source |
| Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.C |
|
Patterns: Science/Evaluate/Technology
The learner will be able to
evaluate patterns in science and technology.
| Strand |
Scope |
Source |
| Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.C |
|
Patterns: Recurring/Evaluate/Systems
The learner will be able to
evaluate recurring patterns in natural and technological systems.
| Strand |
Scope |
Source |
| Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.C |
|
Patterns: Mathematical/Evaluate/Formulas
The learner will be able to
evaluate patterns in nature using mathematical formulas.
| Strand |
Scope |
Source |
| Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.C |
|
Math Skills: Scale/Examine/Concepts
The learner will be able to
examine scale as a means of associating concepts and ideas to each other by some measure.
| Strand |
Scope |
Source |
| Math Skills |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.D |
|
Math Skills: Analysis/Compare
The learner will be able to
compare and contrast different forms of dimensional analysis.
| Strand |
Scope |
Source |
| Math Skills |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.1.12.D |
|
Tech. & Society: Compare/Knowledge
The learner will be able to
compare and contrast how technological and scientific knowledge is shared and protected.
| Strand |
Scope |
Source |
| Technology & Society |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.8.12.A |
|
Computers: Multimedia/Utilize
The learner will be able to
utilize advanced multimedia techniques.
| Strand |
Scope |
Source |
| Technology: Computers |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.7.12.D |
|
Data: Analysis/Organize
The learner will be able to
organize investigational data using a variety of analytical methods.
| Strand |
Scope |
Source |
| Data: Analysis/Interpretation |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.2.12.C |
|
Communication: Methods/Utilize
The learner will be able to
utilize advanced information collection and communication techniques to successfully convey solutions to particular construction problems.
| Strand |
Scope |
Source |
| Communication: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.6.12.C |
|
Investigations: Scientific/Develop
The learner will be able to
develop suitable scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, identifying and manipulating variables, interpreting data, and generating solutions.
| Strand |
Scope |
Source |
| Investigations: Planning/Design |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.B |
|
Problem Solving: Questions/Analyze
The learner will be able to
analyze the problem, sequence all necessary information and all questions that must be answered.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.D |
|
Models: Techniques/Differentiate
The learner will be able to
differentiate among various models and modeling techniques and apply their use appropriately in particular applications.
| Strand |
Scope |
Source |
| Models |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.B |
|
Processes: Skills/Utilize
The learner will be able to
utilize process skills to make predictions and inferences using gathered data, and to communicate using space/time relationships, and operational definitions.
| Strand |
Scope |
Source |
| Processes |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.B |
|
Processes: Knowledge/Utilize
The learner will be able to
utilize process knowledge and organize scientific and technological events in a variety of ways.
| Strand |
Scope |
Source |
| Processes |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.B |
|
Computers: Research/On-Line
The learner will be able to
recognize, explain, and complete advanced on-line research.
| Strand |
Scope |
Source |
| Technology: Computers |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.E |
|
Investigations: Steps/Suggest
The learner will be able to
suggest further steps that may be done experimentally.
| Strand |
Scope |
Source |
| Investigations: Planning/Design |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.C |
|
Instruments: Advanced/Explain
The learner will be able to
explain the operation and use of advanced instrumentation in assessing material and chemical properties.
| Strand |
Scope |
Source |
| Instruments |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Instruments: Advanced/Show
The learner will be able to
show the operation and use of advanced instrumentation in assessing material and chemical properties.
| Strand |
Scope |
Source |
| Instruments |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Instruments: Objects/Utilize/Processes
The learner will be able to
utilize suitable instruments and apparatus to examine various objects and processes.
| Strand |
Scope |
Source |
| Instruments |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Math & Science: Models/Utilize
The learner will be able to
utilize mathematical models in science and technology.
| Strand |
Scope |
Source |
| Math & Science |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.B |
|
Models: Advantages/Analyze
The learner will be able to
analyze the advantages of using models to show processes and outcomes.
| Strand |
Scope |
Source |
| Models |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.B |
|
Science: Tools/Recognize
The learner will be able to
recognize various tools, basic machines, materials, and techniques to solve problems and answer questions.
| Strand |
Scope |
Source |
| Science |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.A |
|
Science: Observation/Comprehend
The learner will be able to
comprehend that science uses both direct and indirect means of observation to study the world and the universe.
| Strand |
Scope |
Source |
| Science |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.A |
|
Science: Tools/Utilize/Safely
The learner will be able to
safely utilize various tools, basic machines, materials, and techniques to solve problems and answer questions.
| Strand |
Scope |
Source |
| Science |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.A |
|
Measurement: Error/Describe
The learner will be able to
describe the necessity to estimate measurements within error of various instruments.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Measurement: Error/Explain/Impacts
The learner will be able to
explain the impacts of error in measurement.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.E |
|
Measurement: System/Choose
The learner will be able to
choose the best system of scientific measurement for a particular situation.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Measurement: Problems/Utilize
The learner will be able to
utilize accurate measurement knowledge to find solutions to everyday problems.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Measurement: Systems/Compare
The learner will be able to
compare various systems of scientific measurement.
| Strand |
Scope |
Source |
| Measurement |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Instruments: Data/Explain/Suitable
The learner will be able to
explain suitable instruments to collect and analyze data.
| Strand |
Scope |
Source |
| Instruments: Data |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Instruments: Data/Utilize/Suitable
The learner will be able to
utilize suitable instruments to collect and analyze data.
| Strand |
Scope |
Source |
| Instruments: Data |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.B |
|
Inquiry: Problems/Utilize
The learner will be able to
utilize parts of scientific inquiry to find solutions to problems.
| Strand |
Scope |
Source |
| Scientific Inquiry |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.C |
|
Science & Technology: Patterns/Utili
The learner will be able to
utilize patterns as recurring elements or repeated processes in science and technology.
| Strand |
Scope |
Source |
| Science and Technology |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.C |
|
Science & Technology: Knowledge
The learner will be able to
utilize knowledge and comprehension about the nature of scientific and technological knowledge.
| Strand |
Scope |
Source |
| Science and Technology |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.A |
|
Problem Solving: Science/Explain
The learner will be able to
explain basic science and technology concepts that might solve practical problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.E |
|
Problem Solving: Tools/Choose
The learner will be able to
choose the appropriate tools, materials, and processes required to solve complex problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.A |
|
Problem Solving: Tools/Utilize
The learner will be able to
safely utilize the appropriate tools, materials, and processes required to solve complex problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.A |
|
Problem Solving: Tool/Utilize/Advanced
The learner will be able to
utilize advanced tool and equipment manipulation methods to solve problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.A |
|
Problem Solving: Solutions/Compare
The learner will be able to
compare and contrast potential solutions to technological, economic, social, and environmental problems.
| Strand |
Scope |
Source |
| Problem Solving: Methods |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.8.10.C |
|
Scientific Theories: Data/Integrate
The learner will be able to
integrate new data into existing theories and describe implied results.
| Strand |
Scope |
Source |
| Investigations: Scientific Theories |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.A |
|
Scientific Theories: Beliefs/Compare
The learner will be able to
compare scientific theories and beliefs.
| Strand |
Scope |
Source |
| Investigations: Scientific Theories |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.A |
|
Investigations: Conduct/Multi-Step
The learner will be able to
conduct a multi-step investigation.
| Strand |
Scope |
Source |
| Investigations: Conducting |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.2.10.C |
|
Patterns: Recurring/Explain
The learner will be able to
explain recurring patterns that form the basis of biological classification, chemical periodicity, astronomical order, and geological order.
| Strand |
Scope |
Source |
| Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.C |
|
Patterns: Recurring/Analyze
The learner will be able to
analyze recurring patterns that form the basis of biological classification, chemical periodicity, astronomical order, and geological order.
| Strand |
Scope |
Source |
| Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.C |
|
Math Skills: Analysis/Utilize/Ratio
The learner will be able to
utilize dimensional analysis and scale as a ratio.
| Strand |
Scope |
Source |
| Math Skills |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.D |
|
Math Skills: Scale/Conversions
The learner will be able to
make conversions from one scale to another.
| Strand |
Scope |
Source |
| Math Skills |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.D |
|
Math Skills: Scale/Utilize/Concepts
The learner will be able to
utilize scale as a means of associating concepts and ideas to each other by some measure.
| Strand |
Scope |
Source |
| Math Skills |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.1.10.D |
|
Computers: Software/Utilize/Problems
The learner will be able to
utilize computer software to find solutions to specific problems.
| Strand |
Scope |
Source |
| Technology: Computers |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.7.10.D |
|
Matter: Structure/Utilize/Concepts
The learner will be able to
utilize concepts regarding the structure of matter.
| Strand |
Scope |
Source |
| Matter |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Chemistry: Nomenclature/Utilize
The learner will be able to
utilize the rules of systematic nomenclature and formula writing with regard to chemical substances.
| Strand |
Scope |
Source |
| Chemistry |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Reactions: Chemical/Explain/Nuclear
The learner will be able to
explain types of chemical and nuclear reactions in equation form.
| Strand |
Scope |
Source |
| Reactions |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Reactions: Chemical/Classify/Nuclear
The learner will be able to
classify types of chemical and nuclear reactions in equation form.
| Strand |
Scope |
Source |
| Reactions |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Molecules: Structure/Describe/Function
The learner will be able to
describe the association between structure and function at the molecular level.
| Strand |
Scope |
Source |
| Molecules |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Thermodynamics: Concepts/Utilize
The learner will be able to
utilize the appropriate concepts in thermodynamics.
| Strand |
Scope |
Source |
| Agriculture |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.B |
|
Oxidation/Reduction: Balance/Apply
The learner will be able to
apply knowledge of oxidation and reduction to balance complex reactions.
| Strand |
Scope |
Source |
| Chemical Reactions: Reduction/Oxidation |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.B |
|
Compounds: Properties/Recognize
The learner will be able to
recognize significant classes of compounds.
| Strand |
Scope |
Source |
| Chemical Compounds: Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Compounds: Properties/Characterize
The learner will be able to
characterize significant classes of compounds.
| Strand |
Scope |
Source |
| Chemical Compounds: Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Matter: Properties/Utilize/Concepts
The learner will be able to
utilize concepts regarding the properties of matter.
| Strand |
Scope |
Source |
| Matter: Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Matter: Properties/Quantify
The learner will be able to
quantify the characteristics of matter.
| Strand |
Scope |
Source |
| Matter: Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.A |
|
Atoms: Characteristics/Parts/Measurable
The learner will be able to
understand that the parts of an atom have measurable characteristics.
| Strand |
Scope |
Source |
| Atoms |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Atoms: Subatomic/Comprehend
The learner will be able to
comprehend that atoms are composed of smaller subatomic structure.
| Strand |
Scope |
Source |
| Atoms |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Matter: Structure/Explain/Concepts
The learner will be able to
explain the concepts regarding the structure of matter.
| Strand |
Scope |
Source |
| Matter |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Energy: Conservation/Describe
The learner will be able to
describe common events using knowledge of the conservation of energy.
| Strand |
Scope |
Source |
| Energy: Conservation |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.B |
|
Heat: Transfer/Examine
The learner will be able to
examine the transfer of heat.
| Strand |
Scope |
Source |
| Heat: Transfer |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.B |
|
Chemical Properties: Pattern/Describe
The learner will be able to
describe the repeating patterns among chemical properties using the repeating patterns of atomic structure within the periodic table.
| Strand |
Scope |
Source |
| Chemical and Physical Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Chemical Reactions: Energy/Assess
The learner will be able to
assess energy changes in chemical reactions.
| Strand |
Scope |
Source |
| Chemical Reactions: Energy |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.B |
|
Organic Chemistry: Carbon/Comprehend
The learner will be able to
comprehend that carbon can form many types of compounds.
| Strand |
Scope |
Source |
| Organic Chemistry |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Organic Chemistry: Association/Explain
The learner will be able to
explain the association between the structure of organic molecules and their functions within living things.
| Strand |
Scope |
Source |
| Organic Chemistry |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.B |
|
Chemical Compounds: Bonding/Describe
The learner will be able to
describe the formation of compounds and their properties using bonding theories.
| Strand |
Scope |
Source |
| Chemical Compounds: Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Matter: Properties/Explain/Concepts
The learner will be able to
explain the concepts regarding the properties of matter.
| Strand |
Scope |
Source |
| Matter: Properties |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.4.10.A |
|
Living things. Unifying themes
The learner will be able to
briefly describe the unifying themes that pervade the biological sciences.
| Strand |
Scope |
Source |
| Life |
Master |
Bloomsburg Area School District(a) |
|
Organisms: Structure/Chemical/Examine
The learner will be able to
examine the structural and chemical basis of organisms.
| Strand |
Scope |
Source |
| Organisms: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.B |
|
Organisms: Chemical/Explain/Structural
The learner will be able to
explain the chemical and structural basis of organisms.
| Strand |
Scope |
Source |
| Organisms: Characteristics |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.B |
|
Organisms: Function & Structure/Exam
The learner will be able to
examine the structural and functional relationships at the molecular, cellular, and organ-system levels.
| Strand |
Scope |
Source |
| Organisms: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Organisms: Function & Structure/Orga
The learner will be able to
describe the relationship between structure and function at the organ-system level.
| Strand |
Scope |
Source |
| Organisms: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Organisms: Interactions/Describe
The learner will be able to
describe the interactions among organisms.
| Strand |
Scope |
Source |
| Organisms |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Biochemistry: Describe/Basic
The learner will be able to
describe how basic molecules can be made into larger molecules in living things.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Biochemistry: Carbon
The learner will be able to
understand that carbon's bonding properties give rise to the biochemical basis of life.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Biochemistry. Isomers
The learner will be able to
to distinguish among the three types of isomers: structural, geometric, and enantiomer.
| Strand |
Scope |
Source |
| Agriculture |
Master |
Bloomsburg Area School District(a) |
|
Biochemistry.Functional Groups
The learner will be able to
name the major functional groups and describe the chemical properties of the organic molecules in which they occur.
| Strand |
Scope |
Source |
| Agriculture |
Master |
Bloomsburg Area School District(a) |
|
Biochemistry: Compare/Organisms
The learner will be able to
compare the structure, functions, and characteristics of carbohydrates, proteins, lipids, and nucleic acids in organisms.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Biochemistry: Differentiate/Diagrams
The learner will be able to
differentiate between proteins, lipids, carbohydrates and nucleic acids when provided with structural diagrams.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Biochemistry: Biomolecules/Describe/Life
The learner will be able to
describe the association between the structure and function of biomolecules and their affiliation to life processes.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Thermodynamics: Concepts/Utilize
The learner will be able to
utilize the appropriate concepts in thermodynamics.
| Strand |
Scope |
Source |
| Agriculture |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.4.12.B |
|
Thermodynamics. Free-Energy
The learner will be able to
write and define each component of the equation for free-energy change.
| Strand |
Scope |
Source |
| Agriculture |
Master |
Bloomsburg Area School District(a) |
|
Biochemistry: ATP/Explain/Structure
The learner will be able to
explain the structure of ATP and its significance in life processes.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Biochemistry. Enzyme function
The learner will be able to
explain the induced-fit model of enzyme function and describe the catalytic cycle of an enzyme.
| Strand |
Scope |
Source |
| Agriculture |
Master |
Bloomsburg Area School District(a) |
|
Biochemistry. Enzyme regulation
The learner will be able to
explain how enzyme activity can be regulated or controlled by environmental factors, co-factors, and enzyme inhibitors.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District(a) |
|
Biochemistry: Metabolic/Recognize
The learner will be able to
recognize the factors affecting metabolic function.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.B |
|
Biochemistry: Metabolic/Explain
The learner will be able to
explain the factors affecting metabolic function.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.B |
|
Biochemistry: Metabolic/Assess
The learner will be able to
assess metabolic functions using experimental knowledge of enzymes.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.B |
|
Biochemistry: Oxidation/Explain/Energy
The learner will be able to
explain how energy is created through biological oxidation.
| Strand |
Scope |
Source |
| Biochemistry |
Master |
Bloomsburg Area School District |
|
Cells: Reactions/Describe/Energy
The learner will be able to
describe cellular functions and processes in terms of energy changes and chemical reactions.
| Strand |
Scope |
Source |
| Cells |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.B |
|
Cells. Microscopes
The learner will be able to
describe the principles, advantages, and limitations of the light microscopes, transmission electron microscope, and scanning electron microsope.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells. Prokaryotic/Eukaryotic
The learner will be able to
distinguish between prokaryotic and eukaryotic cells.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells: Function/Structure/Describe
The learner will be able to
describe the association between structure and function at the cellular level.
| Strand |
Scope |
Source |
| Cells: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Cells: Function and Structure
The learner will be able to
describe the structural and functional differences between the organelles that are involved in secretion, digestion, synthesis, storage, and cell movement.
| Strand |
Scope |
Source |
| Cells: Function and Structure |
Master |
Bloomsburg Area School District |
|
Cells: Structure/Function/Recognize
The learner will be able to
recognize the specialized structures and areas of the cell and the function of each.
| Strand |
Scope |
Source |
| Cells: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.B |
|
Cells: Membrane/Examine
The learner will be able to
examine the chemical make-up and structure of the cell membrane.
| Strand |
Scope |
Source |
| Cells: Membrane |
Master |
Bloomsburg Area School District |
|
Cells: Membrane/Selectively
The learner will be able to
explain the structure and function of a selectively permeable membrane and its role in osmosis and diffusion.
| Strand |
Scope |
Source |
| Cells: Membrane |
Master |
Bloomsburg Area School District |
|
Cells: Transport/Differentiate/Describe
The learner will be able to
differentiate between active and passive transport, including diffusion and osmosis, and describe the mechanics of each process.
| Strand |
Scope |
Source |
| Cells: Transport |
Master |
Bloomsburg Area School District |
|
Cells: Transport/Differentiate
The learner will be able to
differentiate between active and passive transport when provided with examples of various molecules.
| Strand |
Scope |
Source |
| Cells: Transport |
Master |
Bloomsburg Area School District |
|
Cells. Membrane/Homeostasis
The learner will be able to
describe how living cells with and without walls regulate the balance of water content.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Respiration: Aerobic/Compare/Anaerobic
The learner will be able to
compare and contrast aerobic and anaerobic respiration.
| Strand |
Scope |
Source |
| Cells: Photosynthesis/Respiration |
Master |
Bloomsburg Area School District |
|
Respiration. Oxidation/Reduction
The learner will be able to
define oxidation and reduction.
| Strand |
Scope |
Source |
| Cells: Photosynthesis/Respiration |
Master |
Bloomsburg Area School District(a) |
|
Respiration: Processes/Analyze
The learner will be able to
analyze processes of cellular respiration according to location, energy input/output in each stage, and reactions involved.
| Strand |
Scope |
Source |
| Cells: Photosynthesis/Respiration |
Master |
Bloomsburg Area School District |
|
Respiration. Compare/fermentation
The learner will be able to
compare the processes of fermentation and cellular respiration.
| Strand |
Scope |
Source |
| Cells: Photosynthesis/Respiration |
Master |
Bloomsburg Area School District(a) |
|
Plants: Photosynthesis/Examine
The learner will be able to
examine the absorption of photo-activating wavelengths during photosynthesis.
| Strand |
Scope |
Source |
| Plants: Photosynthesis |
Master |
Bloomsburg Area School District |
|
Plants: Photosynthesis/Analyze
The learner will be able to
analyze light dependent and light independent reactions of photosynthesis according to location, input/output of energy, and reactions involved.
| Strand |
Scope |
Source |
| Plants: Photosynthesis |
Master |
Bloomsburg Area School District |
|
Plant: Photosynthesis/Examine/C3/C4
The learner will be able to
examine C3 and C4 metabolism in photosynthesis.
| Strand |
Scope |
Source |
| Plants: Photosynthesis |
Master |
Bloomsburg Area School District |
|
Cells. Communication/Stages
The learner will be able to
describe the three main stages of cell signaling.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells. Ligand-receptor
The learner will be able to
describe the nature of a ligand-receptor interaction and state how such interactions initiate a signal-transduction system.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells: Information/Describe/Functions
The learner will be able to
describe how cells store and utilize information to control their functions.
| Strand |
Scope |
Source |
| Cells |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.B |
|
Cells. Compare/Receptors
The learner will be able to
compare and contrast G-protein-linked receptors, tyrosine-kinase receptors, and ligand-gated ion channels.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells. Communication/phosporylation
The learner will be able to
describe how phosphorylation propagates signal information.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells. Communication/Cellular response
The learner will be able to
describe how signal information is transduced into cellular responses in the cytoplasm and in the nucleus.
| Strand |
Scope |
Source |
| Cells |
Master |
Bloomsburg Area School District(a) |
|
Cells. Mitosis
The learner will be able to
list the phases of the cell cycle and describe the sequence of events that occurs during each phase.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District(a) |
|
Cells. Mitosis/Control
The learner will be able to
describe the roles of checkpoints, cyclin, Cdk, and MPF in the cell cycle control system.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District(a) |
|
Cells: Mitosis/Meiosis/Compare
The learner will be able to
compare and contrast the function of mitosis and meiosis.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Cell. Meiosis/Life Cycles
The learner will be able to
distinguish among the life cycle patterns of animals, fungi, and plants.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District(a) |
|
Cells: Meiosis/Associate/Sexual
The learner will be able to
associate the significance of meiosis in sexual reproduction and the maintenance of chromosome number.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District |
|
Cells. Meiosis/Stages
The learner will be able to
list the phases of meiosis I and meiosis II and describe the events characteristic of each phase. Recognize the phases of meiosis from diagrams of micrographs.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District(a) |
|
Cells. Meiosis/Synapsis
The learner will be able to
describe the process of synapsis during prophase I and explain how genetic recombination occurs.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District(a) |
|
Cells. Meiosis
The learner will be able to
explain how independent assortment, crossing over, and random fertilization contribute to genetic variation in sexually reproducing organisms.
| Strand |
Scope |
Source |
| Cells: Mitosis/Meiosis |
Master |
Bloomsburg Area School District(a) |
|
Reproduction: Birth Defect/Describe
The learner will be able to
describe birth defects from the standpoint of embryological development and/or alterations in the genetic makeup.
| Strand |
Scope |
Source |
| Reproduction |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.C |
|
Heredity: DNA/Gene/Chromosome
The learner will be able to
describe the relationship between DNA, genes, and chromosomes.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Heredity: Genetics/Explain/Information
The learner will be able to
explain how genetic information is inherited and expressed.
| Strand |
Scope |
Source |
| Heredity: Genetics |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Heredity. Mendel
The learner will be able to
list and explain the four components of Mendel's hypothesis that led him to deduce the law of segregation.
| Strand |
Scope |
Source |
| Heredity |
Master |
Bloomsburg Area School District(a) |
|
Heredity: Comprehend/Single/Trait/Cross
The learner will be able to
comprehend the concepts of alleles, dominant traits, recessive traits, phenotypes, genotypes, homozygous, and heterozygous.
| Strand |
Scope |
Source |
| Heredity |
Master |
Bloomsburg Area School District |
|
Heredity. Punnett Squares
The learner will be able to
use a Punnett square to predict the results of a monohybrid and dihybrid cross and state the phenotypic and genotypic ratios of the offspring.
| Strand |
Scope |
Source |
| Heredity |
Master |
Bloomsburg Area School District(a) |
|
Heredity: Probability/Analyze/Patterns
The learner will be able to
analyze the law of probability to forecast patterns of inheritance.
| Strand |
Scope |
Source |
| Heredity |
Master |
Bloomsburg Area School District |
|
Heredity. Extending Mendelian Genetics
The learner will be able to
explain how the phenotypic expression of the heterozygote is affected by complete dominance, incomplete dominance, and co-dominance.
| Strand |
Scope |
Source |
| Heredity |
Master |
Bloomsburg Area School District(a) |
|
Heredity: Types/Describe/Various
The learner will be able to
describe various types of inheritance.
| Strand |
Scope |
Source |
| Heredity |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Heredity. Pedigree
The learner will be able to
deduce the genotypes of family members given a family pedigree.
| Strand |
Scope |
Source |
| Heredity |
Master |
Bloomsburg Area School District(a) |
|
Heredity: Genetics/Describe/Molecular
The learner will be able to
describe gene inheritance and expression at the molecular level.
| Strand |
Scope |
Source |
| Heredity: Genetics |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.C |
|
Heredity: Genetics/Examine/Molecular
The learner will be able to
examine gene expression at the molecular level.
| Strand |
Scope |
Source |
| Heredity: Genetics |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.C |
|
Heredity: Mutation/Describe/Traits
The learner will be able to
describe how a mutation may impact traits that are inherited.
| Strand |
Scope |
Source |
| Heredity: Mutation |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Heredity. Morgan
The learner will be able to
describe the contributions that Sutton, Boveri, and Morgan made to the current understanding of chromosomal inheritance.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Linked genes
The learner will be able to
define and compare linked genes and sex-linked genes. Explain why the inheritance of linked genes is different from independent assortment.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Genetic maps
The learner will be able to
explain how genetic maps are constructed for genes located far apart on a chromosome.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. X inactivation
The learner will be able to
describe the process of X inactivation in female mammals.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Sex determination
The learner will be able to
explain how sex is genetically determined in humans and the significance of the SRY gene.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Sex-linked/Disease
The learner will be able to
describe the inheritance patterns of several sex-linked diseases.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Chromosomal changes
The learner will be able to
distinguish among nondisjunction, aneuploidy, trisomy, triploidy, and polyploidy.
| Strand |
Scope |
Source |
| Heredity: Mutation |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Chromosomal mutations
The learner will be able to
distinguish among deletions, duplications, inversions, and translocations.
| Strand |
Scope |
Source |
| Heredity: Mutation |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Imprinting
The learner will be able to
define genomic imprinting and provide evidence to support this model.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. DNA/Structure
The learner will be able to
describe the structure of DNA. Explain the "base-pairing rule" and describe its significance.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Watson/Crick
The learner will be able to
explain how Watson and Crick deduced the structure of DNA and describe the evidence they used.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. DNA/Replication
The learner will be able to
describe the process of DNA replication. Note the structure of the many origins of replication and replication forks and explain the role of DNA polymerase.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Replication/Enzymes
The learner will be able to
explain the roles fo DNA ligase, primer, primase, helicase, and the single-strand binding protein.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Telomeres
The learner will be able to
describe the structure and function of telomeres. Explain the significance of telomerase to healthy and cancerous cells.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Protein synthesis/DNA/RNA
The learner will be able to
explain how RNA differs from DNA.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
Bloomsburg Area School District(a) |
|
Heredity: DNA/Explain/Nucleic Acids
The learner will be able to
explain the roles of nucleic acids in protein synthesis and cellular reproduction.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.C |
|
Heredity. Protein synthesis
The learner will be able to
distinguish between transcription and translation.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Protein synthesis/Codons
The learner will be able to
define "codon" and explain the relationship between the linear sequence of codons on mRNA and the linear sequence of amino acids in a polypeptide.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Protein synthesis/Transcrip
The learner will be able to
explain the general process of transcription, including the three major steps of initiation, elongation, and termination.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Protein synthesis/Translate
The learner will be able to
describe the process of translation and explain which enzymes, protein factors, and energy sources are needed for each stage.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Protein synthesis/Compare
The learner will be able to
compare protein synthesis in prokaryotes and eukaryotes.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
Bloomsburg Area School District(a) |
|
Viruses. Structure
The learner will be able to
list and describe the structural components of viruses.
| Strand |
Scope |
Source |
| Viruses |
Master |
Bloomsburg Area School District(a) |
|
Viruses. Lytic/Lysogenic
The learner will be able to
distinguish between the lytic and lysogenic reproductive cycles, using phage T4 and phage lambda as examples.
| Strand |
Scope |
Source |
| Viruses |
Master |
Bloomsburg Area School District(a) |
|
Viruses. Enveloped virus
The learner will be able to
describe the reproductive cycle of an enveloped virus. Explain how the reproductive cycle of herpes viruses is different.
| Strand |
Scope |
Source |
| Viruses |
Master |
Bloomsburg Area School District(a) |
|
Viruses. Retroviruses
The learner will be able to
describe the reproductive cycle of retroviruses.
| Strand |
Scope |
Source |
| Viruses |
Master |
Bloomsburg Area School District(a) |
|
Viruses. Viroids/Prions
The learner will be able to
describe the structures and replication cycles of viroids and prions.
| Strand |
Scope |
Source |
| Viruses |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Bacteria/Chromosome
The learner will be able to
describe the structure of a bacterial chromosome.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Binary fission
The learner will be able to
describe the process of binary fission in bacteria.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Compare
The learner will be able to
compare the processes of transformation, transduction, and conjugation.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Plasmids
The learner will be able to
distinguish between plasmids and viruses. Define an episome.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. F plasmids/Control
The learner will be able to
explain how the F plasmid controls conjugation in bacteria.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Transposon
The learner will be able to
define transposon and describe two types of transposition.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Transposase/DNA Poly
The learner will be able to
describe the role of transposase and DNA polymerase in the process of transposition.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. trp Operon
The learner will be able to
using the trp operon as an example, explain the concept of an operon and the function of the operator, repressor, and co-repressor.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. lac Operon
The learner will be able to
describe how the lac operon functions and explain the role of the inducer, allolactose.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Microorganisms. Pos/Neg/Control/lac
The learner will be able to
distinguish between positive and negative control and give examples of each from the lac operon.
| Strand |
Scope |
Source |
| Microorganisms |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Compare/Genomes
The learner will be able to
compare the structure and organization of prokaryotic and eukaryotic genomes.
| Strand |
Scope |
Source |
| Heredity: Chromosome |
Master |
Bloomsburg Area School District(a) |
|
Heredity. DNA packing
The learner will be able to
describe the current model for progressive levels of DNA packing.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Heter/Euchromatin
The learner will be able to
distinguish between heterochromatin and euchromatin.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. DNA/Non-coding
The learner will be able to
describe the structure and functions of the portions of eukaryotic DNA that do not encode protein or RNA.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Telomeres/Centromeres
The learner will be able to
describe the role of telomeres and centromeres.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Gene/Amplification
The learner will be able to
describe the process and significance of gene amplification.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Transposons/Retrotransposons
The learner will be able to
define and explain the significance of gene amplification.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Gene/Differentiation
The learner will be able to
define differentiation and describe at what level gene expression is generally controlled.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. DNA/Methylation
The learner will be able to
explain how DNA methylation and histone acetylation affects chromatin structure and the regulation of transcription.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Transcriptional/Control
The learner will be able to
explain the potential role that promoters, enhancers, activators, and repressors play in transcriptional control.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Heredity. Gene/Expression/Control
The learner will be able to
explain how gene expression may be controlled at the translational and post-translational level.
| Strand |
Scope |
Source |
| Heredity: DNA |
Master |
Bloomsburg Area School District(a) |
|
Evolution: Theory/Examine
The learner will be able to
examine the theory of evolution.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.D |
|
Kingdoms: Relationships/Explain
The learner will be able to
explain the structural and functional relationships in the five kingdoms of organisms.
| Strand |
Scope |
Source |
| Kingdoms |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Organisms: Structure/Assess/Functions
The learner will be able to
assess relationships among structures and functions of various anatomical parts when provided with their structures.
| Strand |
Scope |
Source |
| Organisms: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.B |
|
Systems: Organization/Describe/Levels
The learner will be able to
describe the relationship between function and structure at all levels of organization.
| Strand |
Scope |
Source |
| Systems |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Ecosystems: Population/Describe/Limiting
The learner will be able to
describe limiting factors.
| Strand |
Scope |
Source |
| Ecosystems: Population |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.A |
|
Environment: Natural Events/Impact
The learner will be able to
analyze how natural events impact the environment.
| Strand |
Scope |
Source |
| Environment |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.C |
|
Species: Describe/Specialized/Survival
The learner will be able to
describe how a specialized interaction between two species may impact the survival of both species.
| Strand |
Scope |
Source |
| Species |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.7.12.A |
|
Species: Analyze/Specialized/Interaction
The learner will be able to
analyze how a specialized interaction between two species may impact the survival of both species.
| Strand |
Scope |
Source |
| Species |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.7.12.A |
|
Evolution: Natural Selection/Utilize
The learner will be able to
utilize the concept of natural selection as the main concept in illustrating the theory of evolution.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.D |
|
Evolution: Geological/Interpret
The learner will be able to
interpret geological evidence that supports the theory of evolution.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.5.12.A |
|
Aquatic Ecosystems: Examine/Wetlands
The learner will be able to
examine various kinds of wetlands.
| Strand |
Scope |
Source |
| Ecosystems: Aquatic |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.1.12.D |
|
Ecosystems: Population/Describe/Capacity
The learner will be able to
describe how limiting factors affect carrying capacity.
| Strand |
Scope |
Source |
| Ecosystems: Population |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.A |
|
Ecosystems: Population/Natural/Remain
The learner will be able to
describe why natural populations do not remain the same.
| Strand |
Scope |
Source |
| Ecosystems: Population |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.7.12.C |
|
Genetic Engineering: Explain
The learner will be able to
explain genetic engineering techniques, applications, and effects.
| Strand |
Scope |
Source |
| Genetic Engineering |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.C |
|
Biotechnology: Genome/Explain/Effect
The learner will be able to
explain the effect of genome research on the biochemistry and physiology of life.
| Strand |
Scope |
Source |
| Biotechnology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.B |
|
Biotechnology: Associate/Examine
The learner will be able to
examine biotechnologies that are associated with propagating, growing, maintaining, adapting, treating, and converting.
| Strand |
Scope |
Source |
| Biotechnology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.6.12.A |
|
Biomes: Diversity/Describe
The learner will be able to
describe important biological diversity in each of the biomes.
| Strand |
Scope |
Source |
| Biomes |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Biotechnology: Production/Assess
The learner will be able to
assess biotechnical process methods used in plant and animal production.
| Strand |
Scope |
Source |
| Biotechnology |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.6.12.A |
|
Ecosystems: Interactions/Identify
The learner will be able to
identify the interactions of organisms in a biological system.
| Strand |
Scope |
Source |
| Ecosystems: Interactions |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 3.3.12.A |
|
Ecosystems: Dependency/Relationships
The learner will be able to
examine an ecosystem's interdependency.
| Strand |
Scope |
Source |
| Ecosystems: Relationships/Dependency |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.A |
|
Ecosystems: Dependency/Relationships
The learner will be able to
examine the relationships among ecosystem components.
| Strand |
Scope |
Source |
| Ecosystems: Relationships/Dependency |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.A |
|
Ecosystems: Succession/Find/Stages
The learner will be able to
find similarities and differences among the stages of succession.
| Strand |
Scope |
Source |
| Ecosystems: Succession |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.C |
|
Ecosystems: Succession/Find/Cycles
The learner will be able to
find similarities and differences in the way the stages of succession impact an ecosystem's cycles.
| Strand |
Scope |
Source |
| Ecosystems: Succession |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.C |
|
Ecosystems: Stability/Comprehend/Affects
The learner will be able to
comprehend how biodiversity affects the stability of an ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Stability |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.A |
|
Ecosystems: Cycles/Describe/Processes
The learner will be able to
describe the processes included in the natural cycles.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.B |
|
Ecosystems: Cycles/Examine/Effect/Cycles
The learner will be able to
examine the effect of cycles on the ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.B |
|
Ecosystems: Cycles/Assess/Substances
The learner will be able to
assess the substances required for natural cycles.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.6.12.B |
|
Ecosystems: Biodiversity/Examine
The learner will be able to
examine biodiversity as it is associated with an ecosystem's stability.
| Strand |
Scope |
Source |
| Ecosystems: Biodiversity |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.7.12.A |
|
Reproduction: Patterns/Differentiate
The learner will be able to
differentiate various reproductive patterns in organisms.
| Strand |
Scope |
Source |
| Reproduction |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Ecosystems: Explain/Resources/Impact
The learner will be able to
explain how the availability of resources impacts living things in an ecosystem.
| Strand |
Scope |
Source |
| Ecosystems |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Ecosystems: Describe/Role/Living/Things
The learner will be able to
describe the role of particular living things in their ecosystem.
| Strand |
Scope |
Source |
| Ecosystems |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.A |
|
Aquatic Ecosystems: Describe/Wetland
The learner will be able to
describe how a wetland affects water quality, water retention, and wildlife.
| Strand |
Scope |
Source |
| Ecosystems: Aquatic |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.1.10.D |
|
Aquatic Ecosystems: Establish/Types
The learner will be able to
establish the types of living things that are found in aquatic environments.
| Strand |
Scope |
Source |
| Ecosystems: Aquatic |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.1.10.C |
|
Organisms: Survival/Explain/Habitat
The learner will be able to
explain a living thing's adaptations for survival in its habitat.
| Strand |
Scope |
Source |
| Organisms: Survival |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.B |
|
Organisms: Survival/Describe/Impacts
The learner will be able to
describe how the structure, function, and behavior of plants and animals impacts their ability to survive.
| Strand |
Scope |
Source |
| Organisms: Survival |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.B |
|
Biomes: Identify
The learner will be able to
identify the major biomes of the world.
| Strand |
Scope |
Source |
| Biomes |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Biomes: Describe/Similar/Different
The learner will be able to
describe how the main biomes are similar and different.
| Strand |
Scope |
Source |
| Biomes |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Biomes: Assess/Latitude/Altitude
The learner will be able to
assess the impact of latitude and altitude on biomes.
| Strand |
Scope |
Source |
| Biomes |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Species: Recognize
The learner will be able to
recognize a species.
| Strand |
Scope |
Source |
| Species |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.A |
|
Species: Explain/Diversity
The learner will be able to
explain species diversity.
| Strand |
Scope |
Source |
| Species |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.3.10.C |
|
Species: Adaptations/Compare
The learner will be able to
compare the adaptations of various species.
| Strand |
Scope |
Source |
| Species |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.B |
|
Evolution: Natural Selection/Describe
The learner will be able to
describe why natural selection can act only on inherited traits.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Evolution: Theory/Describe
The learner will be able to
describe the mechanisms in the theory of evolution.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Evolution: Genetic Drift/Explain
The learner will be able to
explain the roles of natural selection and genetic drift.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Evolution: Natural Selection/Utilize
The learner will be able to
utilize the concept of natural selection to depict and account for a species' survival, extinction, or alterations over time.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Evolution: Genetic Drift/Distinguish
The learner will be able to
distinguish between the roles of natural selection and genetic drift.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Evolution: Theory/Examine
The learner will be able to
examine data from fossil records, including anatomical and physiological similarities, embryological research, and DNA studies that are pertinent to the theory of evolution.
| Strand |
Scope |
Source |
| Evolution |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Organisms: Classification/Explain/System
The learner will be able to
explain the basis of a classification system that groups organisms according to common traits.
| Strand |
Scope |
Source |
| Organisms: Characteristics |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.A |
|
Food Chains: Describe/Energy/Pyramid
The learner will be able to
describe the flow of energy in a food chain through an energy pyramid.
| Strand |
Scope |
Source |
| Food Chains |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Food Chains: Describe/Trophic/Levels
The learner will be able to
describe trophic levels.
| Strand |
Scope |
Source |
| Food Chains |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Food Chains: Assess/Energy/Efficiency
The learner will be able to
assess the efficiency of energy flow in a food chain.
| Strand |
Scope |
Source |
| Food Chains |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Organisms: Structure & Function/Desc
The learner will be able to
describe the functional and structural similarities and differences between organisms.
| Strand |
Scope |
Source |
| Organisms: Function and Structure |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.A |
|
Environment: Resources/Explain/Density
The learner will be able to
explain how population density and the use and management of resources relate.
| Strand |
Scope |
Source |
| Environment: Resources |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.8.10.D |
|
Environment: Adaptation/Recognize
The learner will be able to
recognize why adaptations can result in specialization.
| Strand |
Scope |
Source |
| Environment: Adaptation |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.C |
|
Environment: Adaptation/Describe/Niche
The learner will be able to
describe how a living thing's adaptations dictate its niche in the environment.
| Strand |
Scope |
Source |
| Environment: Adaptation |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.A |
|
Environment: Adaptation/Describe
The learner will be able to
describe why adaptations can result in specialization.
| Strand |
Scope |
Source |
| Environment: Adaptation |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.C |
|
Environment: Impact/Describe/Supply
The learner will be able to
describe how the concept of supply and demand impacts the environment.
| Strand |
Scope |
Source |
| Environment: Impact |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.8.10.D |
|
Ecosystems: Population/Describe/Capacity
The learner will be able to
describe the idea of carrying capacity in an ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Population |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Ecosystems: Population/Interpret/Causes
The learner will be able to
interpret the potential causes of fluctuations in populations.
| Strand |
Scope |
Source |
| Ecosystems: Population |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Heredity: Genetics/Describe/Population
The learner will be able to
describe the role of mutations and gene recombination in altering a population of organisms.
| Strand |
Scope |
Source |
| Heredity: Genetics |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Heredity: Genetics/Explain/Frequency
The learner will be able to
explain the factors that influence gene frequency within a population over time and the consequences of this influence.
| Strand |
Scope |
Source |
| Heredity: Genetics |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.D |
|
Taxonomy: Life Forms/Recognize
The learner will be able to
recognize the major life forms by their kingdom, phylum, class, and order.
| Strand |
Scope |
Source |
| Taxonomy |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.A |
|
Taxonomy: Life Forms/Recognize
The learner will be able to
recognize major life forms according to their placement in existing classification categories.
| Strand |
Scope |
Source |
| Taxonomy |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.A |
|
Taxonomy: Life Forms/Characterize
The learner will be able to
characterize the major life forms by their kingdom, phylum, class, and order.
| Strand |
Scope |
Source |
| Taxonomy |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.A |
|
Taxonomy: Life Forms/Characterize
The learner will be able to
characterize major life forms according to their placement in existing classification categories.
| Strand |
Scope |
Source |
| Taxonomy |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.A |
|
Protein Synthesis: DNA/Explain/Role
The learner will be able to
explain the role of DNA in protein synthesis as it is related to the expression of genes.
| Strand |
Scope |
Source |
| Heredity: Protein Synthesis |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.3.10.C |
|
Biotechnology: Associated/Utilize
The learner will be able to
utilize biotechnologies that are associated with propagating, growing, maintaining, adapting, treating, and converting.
| Strand |
Scope |
Source |
| Biotechnology |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.6.10.A |
|
Biotechnology: Production/Utilize
The learner will be able to
utilize knowledge of plant and animal production processes to design improvements for an existing process.
| Strand |
Scope |
Source |
| Biotechnology |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.6.10.A |
|
Biotechnology: Medical/Design/Problem
The learner will be able to
utilize knowledge of biomedical technology applications to design a solution to a basic medical problem.
| Strand |
Scope |
Source |
| Biotechnology |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.6.10.A |
|
Ecosystem: Succession/Recognize/Stages
The learner will be able to
recognize the stages of succession for a particular ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Succession |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.C |
|
Ecosystems: Succession/Recognize/Causes
The learner will be able to
recognize the causes of succession.
| Strand |
Scope |
Source |
| Ecosystems: Succession |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.C |
|
Ecosystems: Succession/Describe/Stages
The learner will be able to
describe an ecosystem's stages of succession.
| Strand |
Scope |
Source |
| Ecosystems: Succession |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.C |
|
Ecosystems: Impact/Describe/Species'
The learner will be able to
describe what impacts a species' increase or decline may have on an ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Impact/Change |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.A |
|
Ecosystems: Impact/Change/Examine/Time
The learner will be able to
examine how ecosystems alter over time.
| Strand |
Scope |
Source |
| Ecosystems: Impact/Change |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.C |
|
Ecosystems: Biotic/Abiotic Components
The learner will be able to
describe the ways in which biotic and abiotic factors in an ecosystem interact.
| Strand |
Scope |
Source |
| Ecosystems: Biotic/Abiotic Components |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Ecosystems: Biotic/Abiotic Components
The learner will be able to
describe biotic and abiotic components of ecosystems.
| Strand |
Scope |
Source |
| Ecosystems: Biotic/Abiotic Components |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Ecosystems: Biotic/Abiotic Components
The learner will be able to
find similarities and differences between the biotic and abiotic components of ecosystems.
| Strand |
Scope |
Source |
| Ecosystems: Biotic/Abiotic Components |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Ecosystems: Biotic/Abiotic Components
The learner will be able to
examine the impact of biotic and abiotic factors on particular environments.
| Strand |
Scope |
Source |
| Ecosystems: Biotic/Abiotic Components |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.A |
|
Ecosystems: Cycles/Describe/Equilibrium
The learner will be able to
describe how cycles impact an ecosystem's equilibrium.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.B |
|
Ecosystems: Cycles/Explain/Element
The learner will be able to
explain an element cycle in an ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.B |
|
Ecosystems: Cycles/Explain/Element
The learner will be able to
explain the function of an element cycle in an ecosystem.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.B |
|
Ecosystems: Cycles/Describe/Natural
The learner will be able to
describe the effects of interrupting natural cycles.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.B |
|
Ecosystems: Cycles/Examine/Natural
The learner will be able to
examine the effects of interrupting natural cycles.
| Strand |
Scope |
Source |
| Ecosystems: Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.6.10.C |
|
Ecosystems: Biodiversity/Describe
The learner will be able to
describe the importance of biodiversity in ecosystems.
| Strand |
Scope |
Source |
| Ecosystems: Biodiversity |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.7.10.A |
|
Water: Explain/Kinds/Wetlands
The learner will be able to
explain various kinds of wetlands.
| Strand |
Scope |
Source |
| Water |
Master |
PA: Academic Standards, January 5, 2002, Grade 12, 4.1.12.D |
|
Weather: Patterns/Explain/Global
The learner will be able to
explain weather and climate patterns on global levels.
| Strand |
Scope |
Source |
| Weather: Patterns |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.5.10.C |
|
Natural Resources: Find/Cycles/Variety
The learner will be able to
find similarities and differences in the cycles of a variety of natural resources.
| Strand |
Scope |
Source |
| Geochemical Cycles |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.2.10.A |
|
Weather: Climate/Assess/Adaptations
The learner will be able to
assess the adaptations made by plants and animals to survive in various climates.
| Strand |
Scope |
Source |
| Weather: Climate |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 3.5.10.C |
|
Weather: Influences On/Describe
The learner will be able to
describe the effect of mountains on precipitation.
| Strand |
Scope |
Source |
| Weather: Influences On |
Master |
PA: Academic Standards, January 5, 2002, Grade 10, 4.1.10.B |
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