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Science and Technology/Engineering > Grade High School > Biology
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Science and Technology/Engineering | Grade : High School

Discipline - Biology

Core Idea - From Molecules to Organisms: Structures and Processes

[HS.LS.1.1] - Construct a model of transcription and translation to explain the roles of DNA and RNA that code for proteins that regulate and carry out essential functions of life. Clarification Statements: Proteins that regulate and carry out essential functions of life include enzymes (which speed up chemical reactions), structural proteins (which provide structure and enable movement), and hormones and receptors (which send and receive signals). The model should show the double-stranded structure of DNA, including genes as part of DNA’s transcribed strand, with complementary bases on the non-transcribed strand. State Assessment Boundaries: Specific names of proteins or specific steps of transcription and translation are not expected in state assessment. Cell structures included in transcription and translation will be limited to nucleus, nuclear membrane, and ribosomes for state assessment.

Resources:

Predecessor Standards:

  • 8.LS.3.1
    Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. Clarification Statements: An example of a beneficial change to the organism may be a strain of bacteria becoming resistant to an antibiotic. A harmful change could be the development of cancer; a neutral change may change the hair color of an organism with no direct consequence. State Assessment Boundary: Specific changes at the molecular level (e.g., amino acid sequence change), mechanisms for protein synthesis, or specific types of mutations are not expected in state assessment.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • RCA-ST.9-10.7
    Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
  • HS.LS.1.6
    Construct an explanation based on evidence that organic molecules are primarily composed of six elements, where carbon, hydrogen, and oxygen atoms may combine with nitrogen, sulfur, and phosphorus to form monomers that can further combine to form large carbon-based macromolecules. Clarification Statements: Monomers include amino acids, mono- and disaccharides, nucleotides, and fatty acids.• Organic macromolecules include proteins, carbohydrates (polysaccharides), nucleic acids, and lipids. State Assessment Boundary: Details of specific chemical reactions or identification of specific macromolecule structures are not expected in state assessment.
  • HS.LS.3.1
    Develop and use a model to show how DNA in the form of chromosomes is passed from parents to offspring through the processes of meiosis and fertilization in sexual reproduction. Clarification Statement: The model should demonstrate that an individual’s characteristics (phenotype) result, in part, from interactions among the various proteins expressed by one’s genes (genotype). State Assessment Boundary: Identification of specific phases of meiosis or the biochemical mechanisms involved are not expected in state assessment.
  • HS.LS.3.3
    Apply concepts of probability to represent possible genotype and phenotype combinations in offspring caused by different types of Mendelian inheritance patterns. Clarification Statements: Representations can include Punnett squares, diagrams, pedigree charts, and simulations. Inheritance patterns include dominant-recessive, codominance, incomplete dominance, and sex-linked.