Course title
BATPre-requisite
Biology or Pre-AP Biology or AP BiologyCourse description
This is a biotechnology course that aligns to the Arizona State Science Standards related to molecular genetics and its societal issues. The course will cover current biotechnology and how it applies to medicine; bioremediation and agriculture using an inquiry process. Students will have the opportunity to explore current biotechnological practices and how these relate to biology. This course satisfies a lab requirement for state universities. An honors option is available to all students enrolled in the course.
BIOLOGICAL APPLICATIONS AND TECHNOLOGY SYLLABUS
INTRODUCTION:
Biotech is an inquiry-based elective course that aligns to the Arizona State Standards related to molecular genetics and its societal issues. The course will cover current biotechnology techniques and how they apply to forensics; genetic engineering; and medicine. This course meets the university lab requirement and can be taken for honors credit.
COURSE OUTCOMES:
1. Use current biotechnology techniques to investigate/solve real-world scenarios.
2. Analyze and communicate the findings of scientific investigations related to biology and biotechnology.
3. Apply knowledge of biotechnology techniques to make ethical decisions which impact yourself; society; and the environment.
4. Utilize technology and inquiry to increase understanding of biological concepts and issues.
5. Explore various career and skills associated with biotechnology in the workforce.
COURSE OUTLINE:
UNIT TITLE RELEVANT TOPICS TIME FRAME
Biotechnology Intro DNA review; lab techniques and protocol used in work place 4 weeks
Forensics Use biotechnology materials and procedures to solve crimes 4 weeks
Genetic Engineering Roles of microbes and proteins to create new genetic traits 4 weeks
Disease Control Understanding the molecular basis of disease 4 weeks
STUDENT REQUIREMENTS:
1. You are expected to be present and prepared every day.
2. A 1” 3-ring notebook is needed for Biotech and should be brought to class every day. You will also need a 100 page composition notebook (lined or graph) for notes and lab work. You will be expected to maintain a legal; scientific notebook.
3. A calculator; notecards; glue sticks; and dry erase markers are also essential.
4. You are expected to develop lab and industry skills.
5. You are expected to follow directions; use all equipment safely and correctly; clean your work stations; and return all materials.
6. You are expected to respect the rights of others and to participate in all labs; discussions; and note taking experiences.
7. You are responsible for completing your work on time; turning in make-up work in a timely manner; and doing your best on all assignments. An incomplete assignment is a late assignment. I am always available to you should you have questions or need help.
HONORS OPTION:
If you are interested in applying for Honors credit; an additional form must be completed and signed.
ATTENDANCE POLICY:
If a student accumulates five (5) unverified or ten (10) total absences in a semester class; or three (3) unverified or five (5) total absences in a quarter class; the student will be placed on a no-credit status.
GRADING POLICY:
ASSIGNED WEIGHT CATEGORY DESCRIPTION
30% Aligned checks Class work; Homework; Labs and Quizzes
50% Major Assessments and Projects All Unit Assessments and Lab Final
20% Course Assessment Final Content Exam
BAT-01:Biotechnology Introduction
Content
Big Ideas
• Central Dogma of Life Science; DNA RNA  Protein
• Biotechnology is essential for progress in society
• Scientists use specialized tools to manipulate DNA
Learning Target Criteria for Success
S1C2 (PO 3)
I will learn the proper use of micropipettes; centrifuges; electrophoresis; and dilution techniques so that I can be successful in conducting biotech labs. • I will have it when I can explain how and why DNA moves through a gel and separates into a pattern.
S2C1 (PO 1-3)
I will research the work of great scientists so that I can make a biotech
timeline. • I will have it when I can relate the significance of the contribution to the overall body of scientific knowledge.
S2C2 (PO 2-4)
I will discuss the role of biotechnology in society so that I can understand how science is a process of generating knowledge.
• I will have it when I can describe the various uses of biotechnology in the modern world including positive and negative examples.
S3C2 (PO 2-3)
I will analyze an article from a scientific journal so that I can describe the impact on science and biotechnology. • I will have it when I can discuss the conclusions; evidence; and support and reflect how these factors influence the results.
S4C1 (PO 2)
I will compare the roles prokaryotic cells; restriction enzymes; and plasmids play in biotechnology so that I can apply the uses in eukaryotic cells. • I will have it when I can conduct a restriction digest lab and analyze the results.
S4C2 (PO 1; 2)
I will review the processes of DNA replication and protein synthesis so I can apply it to biotechnology. • I will have it when I can accurately explain how genes become proteins and ultimately are shown as traits.
Priority Standards Pre-requisite/Supporting Standards
S1C2: Scientific testing – design and conduct controlled investigations
PO 3: Design and appropriate protocol for testing a hypothesis: determine appropriate method for data collection (micropipettes; centrifuge; electrophoresis apparatus; and dilution techniques).
S2C1: History of science as a human endeavor – identify individual; cultural; and technological contributions to scientific knowledge.
PO 1: Describe how human curiosity and needs have influenced science; impaction the quality of life worldwide.
PO 2: Describe how diverse people and/or cultures; past and present; have made important contributions to scientific innovations.
PO 3: Analyze how specific changes in science have affected society.
S2C2: Nature of scientific knowledge – understand how science is a process for generating knowledge.
PO 2: Explain the process by which accepted ideas are challenged or extended by scientific innovation.
PO 3: Distinguish between pure and applied science.
PO 4: Describe how scientists continue to investigate and critically analyze aspects of theories.
S3C2: Science and technology in society – develop viable solutions to a need or problem.
PO 2: Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
PO 3: Support a position on a science or technology issue.
S4C1: The Cell - Understand the role of the cell and cellular processes.
PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
S4C2: Molecular basis of heredity – Understand the molecular basis of heredity and resulting genetic diversity.
PO 1. Analyze the relationships among nucleic acids (DNA; RNA); genes; and chromosomes.
PO 2. Describe the molecular basis of heredity; in viruses and living things; including DNA replication and protein synthesis. S1C1: Observations; questions and hypotheses – formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 1: Evaluate scientific information for relevance to a given problem.
PO 3: Formulate a testable hypothesis.
PO 4: Predict the outcome of an investigation based on prior evidence; probability; and/or modeling.
S1C2: Scientific testing – design and conduct controlled investigations.
PO 1: Demonstrate safe a d ethical procedures and behavior in all science inquiry.
PO 4: Conduct a scientific investigation that is based on a research design.
PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
S1C3: Analysis; conclusions; and refinements – evaluate experimental design; analyze data to explain results and propose further investigations. Design models.
PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3: Critique reports of scientific studies.
PO 4: Evaluate the design of an investigation to identify possible sources of procedural error.
PO 5: Design models to represent “real world” scenarios.
S1C4: Communication – communicate results of investigations.
PO 1: For a specific investigation; choose and appropriate method for communicating results.
PO 2: Produce graphs that communicate data.
PO 3: Communicate results clearly and logically.
PO 4: Support conclusions with logical scientific arguments.
Instructional Strategies/Suggestions
1. Pre-Test; Syllabus; Student Contract; Scientific Notebook; Lab Safety; Honors Option.
2. Welcome to the World of Biotech Activity.
a. Eight rotation stations
b. Ppt intro
3. History of DNA timeline
a. Student research
b. Build timeline
c. Scavenger hunt
4. DNA & review
a. Ppt
b. Paper Helix activity
5. DNA extraction Lab
a. SDS review
b. 8 different samples used
c. Notebook check as needed
6. DNA replication/enzymes
a. Ppt DNA replication review
b. Replication poster project “featuring enzymes”
7. Human DNA extraction lab
a. BioRad lab “Genes in a Bottle”
b. Quiz
8. Reading a scientific journal
a. Practice for research and honors requirements
9. Protein synthesis review
a. Ppt on protein synthesis
b. “From Genes to Proteins” from Recombinant DNA & Biotechnology book
10. Mutations
a. Ppt on mutations
b. Mutation for Cystic Fibrosis wkst.
11. Careers in biotech
a. Research and honors requirement
b. Ppt teacher model
c. Student research and presentations
12. Tool introduction
a. Micropipette and centrifuge activity
b. Quiz
13. Solutions in the lab
a. Ppt; worksheet and practice
14. Charge of the Gel Brigade
a. Practice loading gels
b. Pouring gels
c. Completing gel brigade lab
15. Restriction enzymes
a. DNA scissors activity
b. DNA Goes to the Races activity
c. BioRad Lab “Restriction Digestion & Analysis of Lambda DNA Kit”
d. Quiz
16. Review and Unit 1 Assessment & Tool test
Arizona State Science Standards
• 1: Inquiry Process
o 1.2: Design and conduct controlled investigations.
ÔÇß 1.2.PO 3: Design an appropriate protocol (written plan of action) for testing a hypothesis:
ÔÇß 1.2.PO 3.b: Determine an appropriate method for data collection (e.g.; using balances; thermometers; microscopes; spectrophotometer; using qualitative changes).
• 2: History and Nature of Science
o 2.1: Identify individual; cultural; and technological contributions to scientific knowledge.
ÔÇß 2.1.PO 1: Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
ÔÇß 2.1.PO 2: Describe how diverse people and/or cultures; past and present; have made important contributions to scientific innovations.
ÔÇß 2.1.PO 3: Analyze how specific changes in science have affected society.
o 2.2: Understand how scientists evaluate and extend scientific knowledge.
ÔÇß 2.2.PO 2: Explain the process by which accepted ideas are challenged or extended by scientific innovation.
ÔÇß 2.2.PO 3: Distinguish between pure and applied science.
ÔÇß 2.2.PO 4: Describe how scientists continue to investigate and critically analyze aspects of theories.
• 3: Science in Personal and Social Perspectives
o 3.2: Develop viable solutions to a need or problem.
ÔÇß 3.2.PO 2: Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
ÔÇß 3.2.PO 3: Support a position on a science or technology issue.
• 4: Life Science
o 4.1: Understand the role of the cell and cellular processes.
ÔÇß 4.1.PO 2: Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
o 4.2: Understand the molecular basis of heredity and resulting genetic diversity.
ÔÇß 4.2.PO 1: Analyze the relationships among nucleic acids (DNA; RNA); genes; and chromosomes.
ÔÇß 4.2.PO 2: Describe the molecular basis of heredity; in viruses and living things; including DNA replication and protein synthesis.
BAT-02: Forensics
Content
Big Ideas
• The implications of biotechnology enhance the reliability of evidence in the legal system.
• How biotechnology is used in the legal system (criminal identification; paternity cases; familial relatedness).
• The role of biotechnology in national and worldwide data bases (CODIS).
Learning Target Criteria for Success
S1C1 (PO 2)
I will investigate a crime scene so that I can learn how to run various biotechnology experiments. • I will have it when the data I collect helps to determine the guilt or innocence of the suspects.
S1C2 (PO 2)
I will analyze the physical evidence found at a crime scene to identify which forensic experiments will give reliable data. • I will have it when the data collected can be used to support the guilt or innocence of a suspect.
S1C3 (PO 1; 6)
I will explore the use of positive and negative controls in forensic science so I can understand the value in crime scene analysis. • I will have it when forensic evidence; and statistics can be used to support the crime scene data.
S2C1 (PO 1; 3)
I will use the CODIS system to determine how a tiny amount of DNA can quickly identify one person out of billions. • I will have it when I can use DNA evidence to calculate probability that a person committed a crime.
S3C2 (PO 2; 3)
I will analyze the benefits and limitations of forensic tests so that I can justify its vale in solving crimes. • I will have it when I can rate forensic tests in order of identification value and justify the raking system.
S4C1 (PO 2)
I will compare the roles prokaryotic cells; restriction enzymes; and plasmids play in biotechnology so that I can apply it to forensics. • I will have it when I can conduct a restriction digest lab to analyze the crime scene results.
S4C2 (PO 3; 4)
I will create and analyze blood type data and karyotypes so I can determine the different genotypic variations possible. • I will have it when I can compare the suspects’ blood type and karyotype to the crime scene evidence.
Priority Standards. Pre-Requisite/Supporting Standards
S1C1: Observations; questions; hypotheses – formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 2: Develop questions from observations that transition into testable hypotheses.
S1C2: Scientific testing – design and conduct controlled investigations.
PO 2: Identify the resources needed to conduct an investigation.
S1C3: Analysis; conclusions; and refinements – evaluate experimental design; analyze data to explain results and propose further investigations. Design models.
PO 1: Interpret data that show a variety of possible relationships between variables; including: positive relationship; negative relationship; no relationship.
PO 6: Use descriptive statistics to analyze data.
S2C1: History of science as a human endeavor – identify individual; cultural; and technological contributions to scientific knowledge.
PO 1: Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
PO 3: Analyze how specific changes in science have affected society.
S3C2: Science and technology in society – develop viable solutions to a need or problem.
PO 2: Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
PO 3: Support a position on a science or technology issue.
S4C1: The Cell - Understand the role of the cell and cellular processes.
PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
S4C2: Molecular basis of heredity – Understand the molecular basis of heredity and resulting genetic diversity.
PO 3: Explain how genotypic variation occurs and results in phenotypic diversity.
PO 4: Describe how meiosis and fertilization maintain genetic variation. S1C1: Observations; questions and hypotheses – formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 1: Evaluate scientific information for relevance to a given problem.
PO 3: Formulate a testable hypothesis.
PO 4: Predict the outcome of an investigation based on prior evidence; probability; and/or modeling.
S1C2: Scientific testing – design and conduct controlled investigations.
PO 1: Demonstrate safe a d ethical procedures and behavior in all science inquiry.
PO 3: Design an appropriate protocol for testing a hypothesis.
PO 4: Conduct a scientific investigation that is based on a research design.
PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
S1C3: Analysis; conclusions; and refinements – evaluate experimental design; analyze data to explain results and propose further investigations. Design models.
PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3: Critique reports of scientific studies.
PO 4: Evaluate the design of an investigation to identify possible sources of procedural error.
PO 5: Design models to represent “real world” scenarios.
S1C4: Communication – communicate results of investigations.
PO 1: For a specific investigation; choose and appropriate method for communicating results.
PO 2: Produce graphs that communicate data.
PO 3: Communicate results clearly and logically.
PO 4: Support conclusions with logical scientific arguments.
S2C2: Nature of scientific knowledge – understand how science is a process for generating knowledge.
PO 2: Explain the process by which accepted ideas are challenged or extended by scientific innovation.
PO 3: Distinguish between pure and applied science.
PO 4: Describe how scientists continue to investigate and critically analyze aspects of theories.
S4C2: Molecular basis of heredity – Understand the molecular basis of heredity and resulting genetic diversity.
PO 1: Analyze the relationships among nucleic acids (DNA; RNA); genes; and chromosomes.
Instructional Strategies/Suggestions
1. Forensics introduction
a. Giant gel
b. Forensics “jigsaw” activity
c. Ppt on forensics
2. Renters Beware – Crime Scene Lab
a. Set-up crime scene; investigate crime scene with SRO
b. Renters Beware Ppt - Introduction to scene in notebook
c. Kastle – Meyer; and lab activity
d. Flame test Ppt and lab activity
e. Fingerprint analysis (video) and lab activity
f. Epilogue conclusion and quiz – notebook grade sheet
3. Cafeteria Capers – Crime Scene
a. Set-up crime scene; website info.; investigate crime scene
b. Enzymes and indicators lab activity
c. Hair analysis lab activity
d. Blood; chromosome and DNA analysis activity
ie. blood typing; karyotyping; DNA profile
4. DNA Profile
a. BioRad Lab – “DNA Fingerprinting”
b. BioRad Lab – “Crime Scene Investigator PCR”
c. Epilogue conclusion and quiz – notebook grade sheet
5. It’s Magic Crime Scene
a. Introduction & pH activity
b. Chromatography Lab
c. Hair Analysis (could complete in Cafeteria Capers Lab)
d. Epilogue conclusion quiz – notebook grade sheet
6. CSI Webquest activity (Rice University)
7. Review and Unit 2 Assessment & Essay Ranking
Arizona State Science Standards
• 1: Inquiry Process
o 1.1: Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
ÔÇß 1.1.PO 2: Develop questions from observations that transition into testable hypotheses.
o 1.2: Design and conduct controlled investigations.
ÔÇß 1.2.PO 2: Identify the resources needed to conduct an investigation.
o 1.3: Evaluate experimental design; analyze data to explain results and to propose further investigations. Design models.
ÔÇß 1.3.PO 1: Interpret data that show a variety of possible relationships between variables; including:
ÔÇß 1.3.PO 1.a: positive relationship
ÔÇß 1.3.PO 1.b: negative relationship
ÔÇß 1.3.PO 1.c: no relationship
ÔÇß 1.3.PO 6: Use descriptive statistics to analyze data; including:
• 2: History and Nature of Science
o 2.1: Identify individual; cultural; and technological contributions to scientific knowledge.
ÔÇß 2.1.PO 1: Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
ÔÇß 2.1.PO 3: Analyze how specific changes in science have affected society.
• 3: Science in Personal and Social Perspectives
o 3.2: Develop viable solutions to a need or problem.
ÔÇß 3.2.PO 2: Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
ÔÇß 3.2.PO 3: Support a position on a science or technology issue.
• 4: Life Science
o 4.1: Understand the role of the cell and cellular processes.
ÔÇß 4.1.PO 2: Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
o 4.2: Understand the molecular basis of heredity and resulting genetic diversity.
ÔÇß 4.2.PO 3: Explain how genotypic variation occurs and results in phenotypic diversity.
ÔÇß 4.2.PO 4: Describe how meiosis and fertilization maintain genetic variation.
BAT-03: Genetic Engineering
Content
Big Ideas
• DNA; found in all living things can be manipulated.
• GMO’s have a controversial role in society.
• DNA and Protein data is systematically organized for use.
Learning Target Criteria for Success
S1C2 (PO 3)
I will design a lab to test the presence of antibiotic resistance in bacteria. • I will have it when only the bacteria that are resistant will grow on the plate.
S1C3 (PO 4-6)
I will conduct a transformation lab to show how bacteria can be transformed to express a new trait. • I will have it when I can calculate transformation efficiency for modified bacteria.
S2C1 (PO 3; 4) & S3C1 (PO 2;3; 5)
I will create a genetically modified organism so that I can understand the role that they play in society. • I will have it when I can create a GMO to solve a social; medical; economical; or environmental world problem.
S2C2 (PO 2) & S3C2 (PO 1)
I will research the ethics of biotechnology to analyze the costs; benefits; and risks of GMO’s. • I will have it when I can debate the issue of GMO’s from alternative viewpoints.
S4C4 (PO 6)
I will use bioinformatics (NCBI website) to compare nucleic acids and proteins of living things. • I will have it when I can create a cladogram form proteins to compare evolutionary relationships.
Priority Standards. Pre-Requisite / Supporting Standard
S1C2: Scientific testing – design and conduct controlled investigations.
PO 3: Design an appropriate protocol for testing a hypothesis.
S1C3: Analysis; conclusions; and refinements – evaluate experimental design; analyze data to explain results and propose further investigations. Design models.
PO 4: Evaluate the design of an investigation to identify possible sources of procedural error.
PO 5: Design models to represent “real world” scenarios.
PO 6: Use descriptive statistics to analyze data.
S2C1: History of science as a human endeavor – identify individual; cultural; and technological contributions to scientific knowledge.
PO 3: Analyze how specific changes in science have affected society.
PO 4: Analyze how specific cultural and/or societal issues promote or hinder scientific advancements.
S2C2: Nature of scientific knowledge – understand how science is a process for generating knowledge.
PO 2: Explain the process by which accepted ideas are challenged or extended by scientific innovation.
S3C1: Changes in Environments – describe the interactions between human populations; natural hazards; and the environment.
PO 2: Describe the environmental effects of the following natural and/or human-caused hazards: GMO’s.
PO 3: Assess how human activities can affect the potential for hazards.
PO 5: Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity.
S3C2: Science and technology in society – develop viable solutions to a need or problem.
PO 1: Analyze the costs; benefits; and risks of various ways of dealing with the following needs or problems: GMO’s.
S4C4: Biological Evolution – understand the scientific principles and processes involved in biological evolution.
PO 6: Analyze; using the biological classification system (cladistics; phylogeny; morphology; DNA analysis); the degree of relatedness among various species. S1C1: Observations; questions and hypotheses – formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 1: Evaluate scientific information for relevance to a given problem.
PO 4: Predict the outcome of an investigation based on prior evidence; probability; and/or modeling.
S1C2: Scientific testing – design and conduct controlled investigations.
PO 1: Demonstrate safe and ethical procedures and behavior in all science inquiry.
PO 4: Conduct a scientific investigation that is based on a research design.
PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
S1C3: Analysis; conclusions; and refinements – evaluate experimental design; analyze data to explain results and propose further investigations. Design models.
PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
S1C4: Communication – communicate results of investigations.
PO 1: For a specific investigation; choose and appropriate method for communicating results.
PO 3: Communicate results clearly and logically.
PO 4: Support conclusions with logical scientific arguments.
S2C1: History of science as a human endeavor – identify individual; cultural; and technological contributions to scientific knowledge.
PO 1: Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
S2C2: Nature of scientific knowledge – understand how science is a process for generating knowledge.
PO 3: Distinguish between pure and applied science.
PO 4: Describe how scientists continue to investigate and critically analyze aspects of theories.
S3C2: Science and technology in society – develop viable solutions to a need or problem.
PO 2: Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
PO 3: Support a position on a science or technology issue.
Instructional Strategies/Suggestions
1. Role of Microbes
a. Ppt microbes
b. “Size of Ecoli” activity from Recombinant DNA & Biotechnology book
2. Gene transfer in nature article; ?’s; discussion
3. Genetic engineering
a. “Paper Transformation Activity” - Recombinant DNA & Biotechnology book
b. Genetic engineering Ppt’s
c. “Recombinant Paper Plasmid Activity” - Recombinant DNA & Biotechnology book
4. BioRad Lab – pGlo Transformation Lab
a. Pre-set up for lab – antibiotic resistance lab write up
b. Ppt on pGlo Bacterial Transformation
School Country
United StatesSchool state
ArizonaSchool city
GlendaleSchool Address
6330 W. Thunderbird RoadSchool zip code
85306Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology