Click on the state link(s) to view the details...
Alabama...
| Grade | 9-12 | | Standard | 17 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. | | Benchmark | | |
| Grade | 9-12 | | Standard | 19 | Analyze the process of photosynthesis. Raw materials and end products; Structure and function of pigments; Absorption of photo-activating wavelengths; ATP synthesis; C3 and C4 metabolism. | | Benchmark | | |
| Grade | 9-12 | | Standard | 20 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. | | Benchmark | | |
Alaska...
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 10 | Understand that living things are made up mostly of cells and that all life processes occur in cells. (Cells). |
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 9 | Understand the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems. (Flow of Matter and Energy). |
Arizona...
| Grade | 9-12 | | Standard | 5 | Understand the interactions of energy and matter. | | Benchmark | PO1 | Describe various ways in which matter and energy interact (e.g., photosynthesis, phase change). |
Arkansas...
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply, and evaluate the knowledge of physical systems. | | Benchmark | ES.2.2 | Understand that the sun is the source of energy for the solar system. |
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.15 | Compare cells from different parts of plants including roots, stems, and leaves, to show specialization of structure and function. |
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.2 | Investigate and identify cellular processes, including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, synthesis of new molecules, and cell division. |
California...
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | f | Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | g | Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | I | Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | j | Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both. |
Colorado...
| Grade | 9-12 | | Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. | | Benchmark | Grade Level Expectation | Comparing and contrasting the processes of photosynthesis and respiration (for example, in terms of energy and products). |
| Grade | 9-12 | | Standard | 3.3 | Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. | | Benchmark | Grade Level Expectation | Describing cellular organelles and their function |
Connecticut...
| Grade | 10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell. | | Benchmark | D29 | Describe the flow of matter and energy in the processes of photosynthesis and cell respiration. |
| Grade | 9-10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell | | Benchmark | D29 | Describe the flow of matter and energy in the processes of photosynthesis and cell respiration. |
Delaware...
| Grade | 9-10 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 2 | Plant cells contain plastids which convert light energy into chemical energy through the process of photosynthesis. This chemical energy is used by the plants to convert carbon dioxide and water into high energy food molecules such as lipids and carbohydrates. Photosynthesis adds oxygen to the atmosphere and removes CO2 . |
| Grade | 9-12 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 3 | All organisms including plants, use the process of cellular respiration to transform high energy food molecules produced during photosynthesis into energy. The energy produced is stored in the phosphate linkages of ATP and is used by organisms to conduct their life processes. Cellular respiration may require oxygen and adds carbon dioxide to the atmosphere. |
District of Columbia...
| Grade | 9-11 | | Standard | 2 | Observe, investigate, describe and classify living things; explain life cycles, diversity, adaptations, structure and function of cells and systems reproduction, heredity, interdependence, behavior, flow of energy and matter and changes over time. | | Benchmark | Performance Standard | Understand the functions of the cell and the specialized parts that perform them. |
| Grade | 9-12 | | Standard | 2 | Each student observes and investigates organisms, their characteristics, life cycles and environments. | | Benchmark | Performance Standard | Explains metabolic processes and energy transfers that occur in organisms. |
Florida...
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.1 | Knows that the body processes involve specific biochemical reactions governed by biochemical principles. |
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.3 | Knows that membranes are sites for chemical synthesis and essential energy conversions. |
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.7 | Knows that organisms respond to internal and external stimuli. |
Georgia...
| Grade | 9-12 | | Standard | SB1 | Students will analyze the nature of the relationships between structures and functions in living cell | | Benchmark | b | Explain how enzymes function as catalysts. |
Hawaii...
| Grade | 9-12 | | Standard | 5 | Students describe, analyze, and give examples of how organisms are dependent on one another and their environments. | | Benchmark | Grade Cluster Benchmark | Describe the process of photosynthesis and the transformation of energy. |
| Grade | 9-12 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Describe and explain the structure and functions of cells. |
| Grade | 9-12 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Identify the complex interactions among the different kinds of molecules in the cell that cause distinct cycles of activities, such as growth and division. |
Idaho...
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | a | Know that cells have particular structures that underlie their functions. |
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | b | Know that most cell functions involve chemical reactions. |
| Grade | 9-12 | | Standard | 653.01 | Understand the relationship between matter, energy, and organization to trace matter as it cycles and energy as it flows through living systems and between living systems and the environment. | | Benchmark | c | Know that the energy for life is primarily derived from the sun through photosynthesis. |
Illinois...
| Grade | 9-10 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.4b | Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. |
Iowa...
| Grade | 10-12 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
| Grade | 6-9 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 6-9 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
Kansas...
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 1 | Cells are composed of a variety of specialized structures that carry out specific functions. |
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 4 | Some plant cells contain chloroplasts, which are the sites of photosynthesis. |
Kentucky...
| Grade | 8-11 | | Standard | SC-H-3.1.5 | Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems. | | Benchmark | | |
| Grade | 9-12 | | Standard | SC-H-3.1.1 | Cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions. | | Benchmark | | |
Louisiana...
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-A1 | Observing cells, identifying organelles, relating structure to function, and differentiating among cell types. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-E1 | Comparing and contrasting photosynthesis and cellular respiration; emphasizing heir relationships. |
Maine...
| Grade | 9-12 | | Standard | C | Students will understand that cells are the basic units of life. | | Benchmark | 1 | Relate the parts of a cell to its function. |
| Grade | 9-12 | | Standard | B | Students will understand how living things depend on one another and on non-living aspects of the environment. | | Benchmark | 2 | Compare the process of photosynthesis and respiration, and describe the factors that effect them. |
Maryland...
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.2 | The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2) The student will describe the flow of matter and energy between living systems and the physical environment (water cycle, carbon cycle, nitrogen cycle, photosynthesis, cellular respiration, chemosynthesis). (CLG 3.1.3) The student will explain the function of structures found in cellular and multicellular organisms (transportation of materials, waste disposal, movement, feedback, asexual and sexual reproduction, control of structures, capture and release of energy, protein synthesis). (CLG 3.2.1) |
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.2 | The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2) The student will describe the flow of matter and energy between living systems and the physical environment (water cycle, carbon cycle, nitrogen cycle, photosynthesis, cellular respiration, chemosynthesis). (CLG 3.1.3) The student will explain the function of structures found in cellular and multicellular organisms (transportation of materials, waste disposal, movement, feedback, asexual and sexual reproduction, control of structures, capture and release of energy, protein synthesis). (CLG 3.2.1) |
Massachusetts...
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.1 | Relate cell parts/organelles to their functions. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.6 | Identify the reactants and products in the general reaction of photosynthesis. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.8 | Identify how cellular respiration is important for the production of ATP. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.9 | Explain the interrelated nature of photosynthesis and cellular respiration |
Michigan...
| Grade | 9-12 | | Standard | III.1 | All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop and reproduce: | | Benchmark | 2 | Compare and contrast ways in which selected cells are specialized to carry out particular life functions. |
Minnesota...
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 1 | The student will relate cellular structures to their functions. |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 5 | The student will differentiate between the processes of photosynthesis and respiration in terms of energy flow, reactants and products |
Mississippi...
| Grade | 9-12 | | Standard | 4 | Investigate the transfer of energy from the sun to living systems. (L, P). | | Benchmark | a | Describe the structure of ATP and its importance in life processes. |
| Grade | 9-12 | | Standard | 4 | Investigate the transfer of energy from the sun to living systems. (L, P). | | Benchmark | B | Examine, compare, and contrast the basic processes of photosynthesis and cellular respiration. |
Missouri...
| Grade | K-12 | | Standard | 3 | In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of characteristics and interactions of living organisms. | | Benchmark | | |
| Grade | K-12 | | Standard | 3 | Characteristics and interactions of living organisms. | | Benchmark | | |
Nebraska...
| Grade | 9-12 | | Standard | 12.4.1 | By the end of twelfth grade, students will develop an understanding of the cell. | | Benchmark | Example Indicator | Investigate and describe the form and function of subcellular structures that regulate cell activities. |
| Grade | 9-12 | | Standard | 12.4.1 | By the end of twelfth grade, students will develop an understanding of the cell. | | Benchmark | Example Indicator | Investigate and describe cell functions (e.g., photosynthesis, respiration, cell division). |
Nevada...
| Grade | 9-12 | | Standard | 6.0 | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. | | Benchmark | 6.12.4 | Investigate and describe how every cell is covered by a cell membrane and most cells also have specialized parts for the transport of materials, energy, transfer, protein building, waste disposal, information feedback, and movement. |
| Grade | 9-12 | | Standard | 6.0 | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. | | Benchmark | 6.12.5 | In photosynthesis, plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water to form energy rich compounds and oxygen. |
New Hampshire...
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Explain how cells use nutrients as a source of energy, e.g. respiration |
| Grade | 7-10 | | Standard | 3d | Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals. | | Benchmark | Proficiency Standard | Describe the major functions of the living cell and discuss how different groups of cells perform interrelated functions in any organism. |
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Compare the transformation of matter and energy during photosynthesis and respiration. |
New Jersey...
| Grade | 9-12 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. | | Benchmark | A2 | Explain how plants convert light energy to chemical energy. |
| Grade | 9-12 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. | | Benchmark | A3 | Describe how plants produce substances high in energy content that become the primary source of energy for life. |
New Mexico...
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 2 | Know that specialized structures inside cells in most organisms carry out different functions, including: parts of a cell and their functions (e.g., nucleus, chromosomes, plasma, and mitochondria); storage of genetic material in DNA; similarities and differences between plant and animal cells; prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 3 | Describe the mechanisms for cellular processes (e.g., energy production and storage, transport of molecules, waste disposal, synthesis of new molecules). |
| Grade | 9-12 | | Standard | I | Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. | | Benchmark | 7 | Understand and explain the principles of photosynthesis (i.e., chloroplasts in plants convert light energy, carbon dioxide, and water into chemical energy). |
New York...
| Grade | 9-12 | | Standard | 5 | Organisms maintain a dynamic equilibrium that sustains life. | | Benchmark | Performance Indicator | Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. |
| Grade | 9-12 | | Standard | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). |
North Carolina...
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.05 | Investigate and analyze the bioenergetic reactions: Aerobic Respiration. Anaerobic Respiration. Photosynthesis. |
North Dakota...
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.1 | Understand the structure and function of cells and their components. |
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.6 | Understand the role of matter and energy in the organization of living systems. |
Ohio...
| Grade | 10 | | Standard | D | Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). | | Benchmark | 10 | Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). |
| Grade | 10 | | Standard | B | Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. | | Benchmark | 3 | Explain the characteristics of life as indicated by cellular processes including: a. homeostasis b. energy transfers and transformation. c. transportation of molecules. d. disposal of wastes. synthesis of new molecules. |
| Grade | 12 | | Standard | A | Explain how processes at the cellular level affect the functions and characteristics of an organism. | | Benchmark | 3 | Explain that the sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. |
Oklahoma...
| Grade | 9-12 | | Standard | 5 | Living systems require a continuous input of energy to maintain their chemical and physical organizations. | | Benchmark | 1 | The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration). |
| Grade | 9-12 | | Standard | 1 | Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. | | Benchmark | 1 | Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. |
Oregon...
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Describe, explain, and compare the structure and functions of cells in organisms. |
| Grade | 9-12 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Describe photosynthesis as a chemical process and part of the carbon cycle. |
Pennsylvania...
| Grade | 9-10 | | Standard | 3.3.10.A | Explain the structural and functional similarities and differences found among living things. • Identify and characterize major life forms according to their placement in existing classification groups. • Explain the relationship between structure and function at the molecular and cellular levels. • Describe organizing schemes of classification keys. • Identify and characterize major life forms by kingdom, phyla, class and order. | | Benchmark | | |
| Grade | 9-10 | | Standard | 3.3.10.B | Describe and explain the chemical and structural basis of living organisms. Describe the relationship between the structure of organic molecules and the function they serve in living organisms. Identify the specialized structures and regions of the cell and the functions of each. Explain how cells store and use information to guide their functions. Explain cell functions and processes in terms of chemical reactions and energy changes. | | Benchmark | | |
Rhode Island...
| Grade | 9-12 | | Standard | B1 | Plants alter the earth's atmosphere by removing carbon dioxide from it, using carbon and light energy to make sugars, releasing oxygen. This process, commonly known as photosynthesis, is largely responsible for the oxygen content of the air. | | Benchmark | | |
| Grade | 9-12 | | Standard | C2 | Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and even movement. In addition to these basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. | | Benchmark | | |
South Carolina...
| Grade | 9-12 | | Standard | II.E.1 | The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. | | Benchmark | a | Summarize the basic process by which photosynthesis converts solar energy into chemical energy (food molecules). |
| Grade | 9-12 | | Standard | II.A.1 | Cells have particular structures that underlie their function. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. | | Benchmark | b | Identify the cellular structures that are responsible for energy production, waste disposal, molecular synthesis, storage of genetic material, and cell movement. |
South Dakota...
| Grade | 9-12 | | Standard | 4 | Relate cellular functions to specialized structures within cells. (example: transport of materials, protein synthesis, energy capture release). | | Benchmark | | |
| Grade | 9-12 | | Standard | 5 | Analyze the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | | |
Tennessee...
| Grade | 9-12 | | Standard | 1.0 | The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. | | Benchmark | 1.4 | Analyze the various cell processes. |
| Grade | 9-12 | | Standard | 3.0 | The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. | | Benchmark | 3.1 | Identify the reactants and products of photosynthesis and respiration. |
| Grade | 9-12 | | Standard | 3.0 | The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. | | Benchmark | 3.1 | Compare and contrast the light dependent and light independent reactions of photosynthesis. |
Texas...
| Grade | 9-12 | | Standard | 112.43.c.9 | The student knows metabolic processes and energy transfers that occur in living organisms. | | Benchmark | B | Compare the energy flow in photosynthesis to the energy flow in cellular respiration. |
| Grade | 9-12 | | Standard | 112.43.c.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. | | Benchmark | B | Investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules. |
Utah...
| Grade | 9-12 | | Standard | II | Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. | | Benchmark | 2.b | Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O). |
| Grade | 9-12 | | Standard | II | Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. | | Benchmark | 2b | Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O). |
Vermont...
| Grade | 9-10 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | a | In living systems energy flows through matter and is stored and released through chemical reactions. Basic survival energy transformations between cells and their environment include aerobic and anaerobic respiration and photosynthesis reactions. Energy is necessary for work to be accomplished and life to be sustained (e.g., At the cellular level this work can be growth, repair, reproduction, and synthesis.) . |
| Grade | 9-12 | | Standard | 7.13 | Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. | | Benchmark | aaa | Demonstrate understanding of the uniqueness of the cell in different organisms (plants, animals, microorganisms) and the structures and functions of the cell (e.g., chemical reactions, diffusion of materials, direction by DNA of the synthesis of proteins, regulation, differentiation). |
| Grade | 9-12 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | b | Energy is stored in living systems in ATP molecules. Energy is transformed through living systems from the environment through specific cell organelles and specific chemical processes. |
| Grade | 9-12 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | b | Energy is stored in living systems in ATP molecules. Energy is transformed through living systems from the environment through specific cell organelles and specific chemical processes. |
Virginia...
| Grade | 9-12 | | Standard | BIO.3 | The student will investigate and understand the chemical and biochemical principles essential for life. | | Benchmark | d | The capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration. |
Washington...
| Grade | 9-10 | | Standard | 1.2 | Understand how components, structures, organizations, and interconnections describe systems. | | Benchmark | 1.2.6 | Understand cellular structures, their functions, and how specific genes regulate these functions. |
| Grade | 9-10 | | Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. | | Benchmark | 7 | Explain how organisms can sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy. |
West Virginia...
| Grade | 11-12 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.6 | Explore capture and release of energy as demonstrated by photosynthesis, cellular respiration, fermentation, and the role of coenzymes and vitamins. |
| Grade | 11-12 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.6 | Explore capture and release of energy as demonstrated by photosynthesis, cellular respiration, fermentation, and the role of coenzymes and vitamins. |
| Grade | 9 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.9.4.10 | Trace the transfer of matter and energy in the chemical/molecular processes of photosynthesis, respiration and fermentation. |
Wisconsin...
| Grade | 9-12 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.12.1 | Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms |
| Grade | 9-12 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.12.11 | Investigate* how the complexity and organization* of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy* used to sustain an organism. |
Wyoming...
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 1 | Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction. |
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Visualizing Cell Processes 