Course title

sc202

Pre-requisite

N/A

Course description

Biology B
Biology B is a continuation of the basic course in biology; Biology A. The major concepts covered are population dynamics and evolution. Students explore population dynamics through the study of mutualism; predation; parasitism; and competition. The theory of evolution is presented; along with the many evidences and details that make evolution the backbone of modern biology. A full year of Biology constitutes a lab science.
Suggested grade level: 10
Prerequisites: None
Unit one
Lesson 1: Darwin's Theory
LEARNING OBJECTIVES
Evaluate Darwin's reasoning for how evolution occurs by natural selection.
Summarize Darwin's voyage and the observations he made.
Explain the process of evolution.
Identify and describe the ideas that contributed to Darwin's theory of evolution.
Identify the equation for phenotype frequency within a population.
Describe the three patterns of natural selection.
Explain the biological species concept and why it cannot apply to all species.
Evaluate Darwin's reasoning for how evolution occurs by natural selection.
A1: Pretest 15 minutes
A2: What Should I Know? 10 minutes
A3: Science Journal 15 minutes
A4: The Theory of Evolution 20 minutes
A5: Practice: The Theory of Evolution 15 minutes
A6: Darwin's Voyage 15 minutes
A7: Natural Selection 20 minutes
A8: Practice: Natural Selection 15 minutes
A9: Video: Charles Darwin and the Tree of Life 15 minutes
A10: Discussion Board 20 minutes
A11: Vocabulary Review 10 minutes
A12: Checkpoint 01 20 minutes
A13: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours 15 minutes

Lesson 2: Evidence for Evolution
LEARNING OBJECTIVES

Evaluate polygenic traits and how they are represented by a bell curve.
Explain what a gene pool is.
Describe how the first cells might have formed from microspheres.
Explain the evolution of prokaryotic cells and how this led to oxygen formation in the atmosphere.
Evaluate and use evidence to explain how species change over time.
Describe how fossils; geographic distribution; and organism body structure are used as evidence for evolution.
Identify two techniques for dating fossils and how they differ.
Calculate half-life to determine the age of a fossil.
Identify and describe the two situations under which genetic variation can occur.

A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Evidence for Evolution 15 minutes
A4: Practice: Evidence for Evolution 15 minutes
A5: Facts on Fossils 15 minutes
A6: Practice: Facts on Fossils 15 minutes
A7: Population Genetics 15 minutes
A8: Practice: Population Genetics 15 minutes
A9: Video: Charles Darwin and the Tree of Life 20 minutes
A10: Project 1: Natural Selection Lab 45 minutes
A11: Discussion Board 15 minutes
A12: Vocabulary Review 5 minutes
A13: Checkpoint 02 20 minutes
A14: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours 40 minutes

Lesson 3: Population Genetics
LEARNING OBJECTIVES

Examine the causes of speciation and identify four different types of isolation.
Simulate the predator-prey relationship to observe the process of natural selection.
Examine how genes may vary in a population.
Explain how mathematical models can be used to represent genetic change in a population.
Distinguish between determining the frequency of single-gene traits and the frequency of polygenic traits.
Describe genetic drift and how it differs from natural selection.
Define genetic equilibrium and identify the five conditions that disrupt it.
Evaluate and use evidence to explain how species change over time.

A1: What Should I Know? 10 minutes
A2: Science Journal 15 minutes
A3: A Look at Genetic Change 20 minutes
A4: Practice: A Look at Genetic Change 15 minutes
A5: Forming New Species 20 minutes
A6: Practice: Forming New Species 15 minutes
A7: Video: Charles Darwin and the Tree of Life 15 minutes
A8: Project 1: Natural Selection Lab Continued 45 minutes
A9: Discussion Board 15 minutes
A10: Vocabulary Review 5 minutes
A11: Checkpoint 03 20 minutes
A12: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours 20 minutes

Lesson 4: The History of Life on Earth
LEARNING OBJECTIVES
Describe the conditions of early Earth before the presence of cells.
Examine the Miller-Urey experiment and what it indicated about organic molecules.
Explain the evolution of eukaryotic cells as given by the endosymbiotic theory.
Differentiate between the main types of evolution: convergent; divergent; parallel; and coevolution.
Explain extinction and the effects it can have on other species.
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Early Earth 15 minutes
A4: Practice: Early Earth 15 minutes
A5: The Origin of Cells 15 minutes
A6: Practice: The Origin of Cells 15 minutes
A7: Evolutionary Patterns 15 minutes
A8: Practice: Evolutionary Patterns 15 minutes
A9: Video: Charles Darwin and the Tree of Life 15 minutes
A10: Project 1: Natural Selection Lab Continued 45 minutes
A11: Discussion Board 15 minutes
A12: Vocabulary Review 5 minutes
A13: Checkpoint 04 20 minutes
A14: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours 35 minutes

Lesson 5: Tying It All Together
TYING IT TOGETHER GOALS
Describe the history of life on Earth.
Explain the most widely accepted theories that explain the origins of life.
Describe the theory of evolution.
Identify the four parts involved in natural selection.
Explain how population genetics is used to understand how evolution occurs.
Identify the causes of speciation.
Identify how genetic variation leads to new species.
A1: Review: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Video: Charles Darwin and the Tree of Life 10 minutes
A4: The History of Life and Evolution Review 20 minutes
A5: Population Genetics and Speciation Review 20 minutes
A6: Project 1: Natural Selection Lab Continued 45 minutes
A7: Discussion Board 15 minutes
A8: Exam 1 45 minutes
A9: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours

Project One: Natural Selection Lab:
Instruction
Explain natural selection in 10 seconds or less. Ready; set; go!

What did your explanation sound like? It should have been along the lines of the explanation below.
------
a process in which organisms that are better adapted to their environment have better survival and reproduction rates than those organisms that are not as well adapted
------
Organisms can make many types of adaptations to survive. One example is camouflage; which allows organisms to blend into their environments and elude predators.
In this hands-on lab; you will simulate camouflage; using a colorful cloth to represent the environment and colored paper chips to represent the prey and offspring.
Instructions
You will begin by receiving information for the entire lab. However; you will not complete the lab in this lesson. Instead; you will answer prelab questions and then complete the lab over the next three lessons. Read the lab information carefully and refer back it or ask your teacher if you have any questions.
Purpose
You will simulate the predator-prey relationship to observe the process of natural selection. This will allow you to observe how it is possible for species to change over time and how some characteristics in a population are favored over other characteristics.
Prelab
Create a data sheet that will allow you to record the following information:
a hypothesis
observations or notes
data (in table format)*
experimental results (in graph format)
* Use what you read in the "Procedure" section to construct a table in which to record your data in the next lesson.
Materials
10 small bowls
1 hole punch
10 different colored sheets of paper
1 colorful piece of cloth (should contain patterns of many different colors)
graph paper
Procedure
1. Gather the materials you need.
2. Using the hole punch; create the paper chips.
a. Hole punch 10 paper chips from one colored sheet of paper.
b. Place these chips in 1 of the small dishes.
c. Repeat Steps A and B for the other 9 colored sheets of paper and bowls.
3. Spread the cloth out on a flat surface.
4. Take 10 paper chips from each bowl; and scatter them across the cloth.
5. Act as a predator and “capture” the prey.
a. Pick up a total of 75 paper chips.
b. Pick up the paper chips ONE AT A TIME.
c. Each time you pick up a paper chip; look away and place it away from the cloth.
d. Be sure to keep count so that only 25 paper chips remain when you are finished picking up chips.
6. Leave the remaining 25 paper chips where they are. This is the 1st generation. Construct a data table for this generation; recording the colors that remain and how many of each color is left.
7. Remove the 25 paper chips from the cloth; and give them offspring.
a. Separate the surviving chips off to the side of the cloth.
b. Give each surviving chip 3 paper chips.
c. This should give you a total of 100 paper chips.
8. Scatter the survivors and their offspring on the colored cloth.
9. Repeat Steps 5- 8 three more times to produce 2nd; 3rd; and 4th generations. Record the results after each repetition.
10. After the 4th generation is produced; graph the resulting number of paper chips for each generation in a bar graph.
Question Assessment (2 Questions)
Question 1 (long fill-in)
Identify the materials that act as the prey and environment.
Question 2 (long fill-in)
Develop a hypothesis that explains what might happen over time to the prey that survive on the environment.
Question 1 (long fill-in)
Describe the materials you used.

Describe the color; pattern; and/or texture of the piece of cloth.

List the 10 different colors of paper.

:
Question 2 (long fill-in)
Identify roles in the lab; and make real-life applications.

What is your role in this lab?

What is the role of the paper chips?

Give a real-life example of this relationship.
Question 1 (long fill-in) PJ-L04-NaturalSelection-Q01-results Question weight 2
What were your results for the 4th generation?

Question 2 (long fill-in)
Explain why some colors were captured more than others. Did the outcome align with your hypothesis? Why or why not?

Possible Answer(s):
Question 3 (long fill-in)
What would happen if all the paper chips were the same color to begin with?

:
Question 4 (long fill-in)
What would happen if the remaining paper chips (parents) did not produce offspring that were the same color?

Question 5 (long fill-in)
How does this lab simulate the way natural selection works? Why is it important for species to be able to adapt to their environment?
In the 1800s; a population of peppered moths was commonly found in the rural areas surrounding Manchester; England. Almost all the moths were white with small black stripes and spots; a coloring that was very similar to that of the trees the moths perched on while hiding from the birds that preyed on them.

In the mid-1800s; factories started to emerge in Manchester. The dark soot they belched out covered the surrounding tree trunks; making the light-colored bark turn dark. Around this time; a noticeable change began to occur in the moth population. Around 1850; some black peppered moths were seen in the rural areas. More and more appeared; and by the end of the 1800s; almost all of the peppered moths were black. In fact; very few light-colored moths were seen.

Question Assessment (1 Questions)
Question 1 (long fill-in)
Using Darwin's theory of evolution by natural selection; explain the change in the coloring of the moths. Use evidence from the passage above and your knowledge of the four parts of natural selection to support your answer.

Lesson 6: Classification
LEARNING OBJECTIVES

Describe Aristotle's classification system.
Describe the hierarchy in Linnaeus's classification system.
Describe why organisms' common names were not a sufficient means of identification.
Explain and provide an example of binomial nomenclature.
Explain how evolutionary relationships are used to classify organisms.
Evaluate and construct a cladogram as a means of displaying evolutionary relationships.
Explain how genetic material can be used to determine evolutionary relationships.
A1: What Should I Know? 10 minutes
A2: Science Journal 15 minutes
A3: Classifying Organisms 20 minutes
A4: Practice: Classifying Organisms 15 minutes
A5: Evolutionary Classification 25 minutes
A6: Practice: Evolutionary Classification 15 minutes
A7: Video: Organization and Diversity 15 minutes
A8: Discussion Board 20 minutes
A9: Vocabulary Review 10 minutes
A10: Checkpoint 06 25 minutes
A11: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
2 hours 55 minutes
Lesson 7: Classification Continued
LEARNING OBJECTIVES

Explain why the classification system can change.
Identify and distinguish between the six kingdoms in the classification system.
Identify and describe the three domains in the classification system.
Explain why organisms are classified as protists.
Use a dichotomous key to identify various organisms.
Explore the link between taxonomy and how organisms interact with each other and their environments.
Describe two types of symbiotic relationships that fungi have with other organisms.
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Kingdoms and Domains 20 minutes
A4: Practice: Kingdoms and Domains 15 minutes
A5: Enrichment: Evolutionary Classification 10 minutes
A6: Video: Organization and Diversity 15 minutes
A7: Project 2: Dichotomous Key Lab 45 minutes
A8: Discussion Board 15 minutes
A9: Vocabulary Review 10 minutes
A10: Checkpoint 07 25 minutes
A11: What Did I Learn 5 minutes
Lesson Summary 0 minutes
3 hours
Lesson 8: Bacteria and Viruses
LEARNING OBJECTIVES

Explain the role bacteria play in maintaining balance in the world and in helping humans.
Describe the two life processes involved when a virus infects a host cell and replicates.
Distinguish between the roles of the lytic and lysogenic cycles and their effects on the host cell.
Distinguish between prokaryotes that belong to the kingdoms Eubacteria and prokaryotes that belong to the kingdom Archaebacteria.
Explain how shape; cell wall makeup; and method of movement are used to identify bacteria.
Identify and describe three methods by which bacteria reproduce.
Describe the structure of a virus.
Compare viruses to living organisms.
Describe the characteristics of fungi.
Identify and give an example of each of the four main groups of fungi.
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Bacteria 15 minutes
A4: Practice: Bacteria 15 minutes
A5: Viruses 15 minutes
A6: Practice: Viruses 15 minutes
A7: Video: Fighting the Microbes 15 minutes
A8: Project 2: Investigating Fungi Lab 45 minutes
A9: Discussion Board 15 minutes
A10: Vocabulary Review 5 minutes
A11: Checkpoint 08 20 minutes
A12: What Did I Learn 5 minutes
Lesson Summary 0 minutes
3 hours 5 minutes
Lesson 9: Protists and Fungi
LEARNING OBJECTIVES‚Äã

Identify the ecological role of protists.
Explain how protists can be harmful to humans.
Explain the positive and negative impact fungi have on humans.
Describe the major groups of animal-like protists.
Describe the major groups of plantlike protists.
Describe the major groups of funguslike protists
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Protists 15 minutes
A4: Practice: Protists 15 minutes
A5: Fungi 15 minutes
A6: Practice: Fungi 15 minutes
A7: Video: Fighting the Microbes 15 minutes
A8: Project 2: Investigating Fungi Lab Continued 45 minutes
A9: Discussion Board 15 minutes
A10: Vocabulary Review 5 minutes
A11: Checkpoint 09 20 minutes
A12: What Did I Learn 5 minutes
Lesson Summary 0 minutes
3 hours 5 minutes

Lesson 10: Tying It All Together
LEARNING OBJECTIVES

Describe the role physical traits and evolution play in classifying organisms.

Identify and distinguish between the six kingdoms in the classification system.

Explain characteristics of bacteria and viruses.

Explain characteristics of protists and fungi.
A1: Review: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Video: Fighting the Microbes 15 minutes
A4: Classification Review 10 minutes
A5: Bacteria and Viruses Review 10 minutes
A6: Protists and Fungi Review 10 minutes
A7: Project 2: Investigating Fungi Lab Continued 45 minutes
A8: Discussion Board 20 minutes
A9: Exam 2 45 minutes
A10: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours
Project two: Dichotomous key lab
Instruction
Background
To classify certain organisms; scientists sometimes use a dichotomous key. That's right—another classification tool!
A dichotomous key uses specific characteristics; like structures or behaviors; to determine pairs of contrasting traits. These traits form two possibilities; one leading to another pair of descriptions; and one leading to the identity of the organism. The dichotomous key is set up in a way that an organism can be identified by using process of elimination.

Instructions
In this lab; you will try your hand at classification; using a dichotomous key to identify tree leaves. The following materials will be provided for you:
a dichotomous key
photos of leaves
a data table

Open the lab materials (by clicking here); and use them to complete the lab.
Purpose

You will identify the tree certain leaves come from using a dichotomous key. This will help you better understand how organisms and items can be grouped into categories.

Materials (provided)

photos of leaves

dichotomous key

Procedure

Use the dichotomous key from the lab materials to identify the tree that each leaf comes from. Record your findings in the data table.

1. Examine the picture of Leaf A. Read the “Characteristics” column for 1a and 1b in the key; and decide which characteristic the leaf possesses.

2. Follow the direction in the “Directions/Identification” column to continue examining the leaf or to identify the tree the leaf comes from. Record your answer and the identification pathway you used in the data table.

For example:

Leaf: A

Tree Leaf Came From: redbud

Identification Pathway: 1b to 5a

3. Continue to identify the remaining leaves by following Steps 1 and 2.

Question Assessment (7 Questions)
Question 1
Report your findings for Leaf B.

Tree Leaf Came From: _____

Identification Pathway: _____

Question 2 (short fill-in)
Report your findings for Leaf C.

Tree Leaf Came From: _____

Identification Pathway: _____

Question 3 (short fill-in)
Report your findings for Leaf D.

Tree Leaf Came From: _____

Identification Pathway: _____

Question 4 (short fill-in)
Report your findings for Leaf E.

Tree Leaf Came From: _____

Identification Pathway: _____

Question 5 (short fill-in)
Report your findings for Leaf F.

Tree Leaf Came From: _____

Identification Pathway: _____

Question 6 (long fill-in)
What other characteristics could be used to classify the leaves?

Question 7 (long fill-in)
Why is it important that the paired statements in a dichotomous key be contrasting traits?
Fungi share common characteristics; but fungi are not identical. You will learn about this on a small scale by investigating the different types of mushrooms available at a nearby grocery store. As you observe the mushrooms; take notes on the following items:

the common names of different mushrooms

characteristics that the mushrooms have in common

characteristics that set the mushrooms apart

Once you are finished at the grocery store; research a prized fungus: truffles. (Make sure you do not investigate the chocolate treats by the same name!) You will be able to find information by doing a basic Internet search.

Answer the questions once you have completed your investigations.

Question Assessment (4 Questions)
Question 1 (long fill-in)
Pick three of the mushrooms you found at the grocery store. What is the common name for each mushroom you picked?

Question 2 (long fill-in)
Describe characteristics the mushrooms you named shared.

Question 3 (long fill-in)
Describe characteristics that set the mushrooms you named apart from one another.

Question 4 (long fill-in)
What are truffles? Why are they considered such a prized food? Give examples of dishes that truffles might be used in.

Be sure to support your response with sufficient detail and examples. Cite your source(s) using MLA format (or another format provided by your teacher).

Purpose

You will examine yeast for metabolic activity to determine whether the fungus is alive.

Materials

1 Tbsp of brewer's or baker's yeast

1 bowl

1 C of water

3 tsp of sugar

Procedure

1. Construct a data table that will allow you to note observations of color; size; shape; activity; and type of activity for the yeast.

2. Open the packet of yeast; measure out 1 Tbsp; and place it in a bowl. Examine the yeast; and record your observations about the items listed in Step 1 in the data table.

3. Add 1 C of water to the yeast. Examine the yeast; and record your observations about the items listed in Step 1 in the data table.

4. Add 3 tsp of sugar to the yeast and water. Wait 5 minutes. Then; examine the yeast; and record your observations about the items listed in Step 1 in the data table.

5. Clean up your work area; and answer the questions below.

Question Assessment (3 Questions)
Question 1 (long fill-in)
Describe the yeast before the water was added.

Question 2 (long fill-in)
Describe the yeast after the water was added. Include any signs of metabolic activity observed.

Question 3 (long fill-in)
Describe the yeast after the sugar was added. Include any signs of metabolic activity observed.

Refer to your data table or answers from the previous lesson’s questions as you answer the questions below.

Question Assessment (4 Questions)
Question 1 (long fill-in)
Think about what you need to stay alive. Consider how this might apply to yeast. Why do you think sugar was added to the yeast-and-water mixture?

Question 2 (long fill-in)
What is metabolic activity? What might be some ways you would notice that metabolism is being carried out?

Question 3 (long fill-in)
At what point in the lab do you think the yeast became metabolically active? Did the timing make sense to you; or did you expect the yeast to become active sooner or later. Why?

Question 4 (long fill-in)
An organism that is in a dormant state is alive but not carrying out any activity. Was the yeast in a dormant state at any point in the lab? Identify that point. Why would the yeast want or need to be in a dormant state? Based on your knowledge and observations; what is needed for yeast to become active (even if the activity is not noticeable at first)?

Lesson 11: Plant Diversity
LEARNING OBJECTIVES
Use the research of animals' ecological roles to describe how curiosity influences science and scientific advances.
Identify the role of biotechnology in agriculture.
Describe how plants grow.
Explain how leaf structure enables photosynthesis and gas exchange.
Describe the two life cycles of plants.
Describe how water is transported in plants.
Explain how pollination occurs in gymnosperms and flowering plants.
Explain why the evolution of seeds was an important evolutionary step for plants.
Identify and describe the three main tissue and organ systems in vascular plants.
Explain the main functions of roots; stems; and leaves.
Identify the reproductive structures of cone-bearing and flowering plants.
Describe the parts of flowers and the role each part plays in reproduction.
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Plant Diversity 20 minutes
A4: Practice: Plant Diversity 15 minutes
A5: Plant Structure and Function 20 minutes
A6: Practice: Plant Structure and Function 15 minutes
A7: Video: Biotechnology on the Farm 15 minutes
A8: Plant Stem Lab How-To 10 minutes
A9: Project 3: Plant Stem Lab 35 minutes
A10: Discussion Board 15 minutes
A11: Vocabulary Review 5 minutes
A12: Checkpoint 11 20 minutes
A13: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours 15 minutes
Lesson 12: Plant Structure
LEARNING OBJECTIVES

Describe the parts of flowers and the role each part plays in reproduction.
Describe fertilization and the development of seeds and fruits in flowering plants.
Explain tropism and identify examples of plant tropism.
Identify the difference between nastic movement and tropism.
Explain why the evolution of seeds was an important evolutionary step for plants.
Explain seed dispersal and its importance.
Identify the characteristics of organisms in the kingdom Plantae.
Identify and describe the three groups angiosperms can be classified under.
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Reproduction in Seed Plants 15 minutes
A4: Practice: Reproduction in Seed Plants 15 minutes
A5: Plant Response and Hormones 15 minutes
A6: Practice: Plant Response and Hormones 15 minutes
A7: Video: Biotechnology on the Farm 15 minutes
A8: Project 3: Plant Stem Lab Continued 45 minutes
A9: Discussion Board 15 minutes
A10: Vocabulary Review 5 minutes
A11: Checkpoint 12 20 minutes
A12: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours 5 minutes

Lesson 13: Invertebrates
LEARNING OBJECTIVES

Identify the role of biotechnology and selective breeding in agriculture.
Relate the functions essential to animals' survival.
Describe the characteristics of animals.
Examine the different levels of specialized cellular organization in animals.
Describe early development in animals.
Identify different types of body symmetry.
Distinguish between invertebrates and vertebrates.
Explain the distinguishing characteristics of sponges; cnidarians; worms; mollusks; arthropods; and echinoderms.
Identify examples of sponges; cnidarians; worms; mollusks; arthropods; and echinoderms.
Describe the relationship between plant hormones and plant growth.
Research and describe the ecological role of sponges; cnidarians; worms; mollusks; arthropods; and echinoderms.
A1: What Should I Know? 5 minutes
A2: Science Journal 15 minutes
A3: Characteristics of Animals 15 minutes
A4: Practice: Characteristics of Animals 15 minutes
A5: Invertebrates 15 minutes
A6: Practice: Invertebrates 15 minutes
A7: Video: Life Processes of Animals 10 minutes
A8: Project 3: Plant Stem Lab Continued 45 minutes
A9: Discussion Board 15 minutes
A10: Vocabulary Review 5 minutes
A11: Checkpoint 13 20 minutes
A12: What Did I Learn? 5 minutes
Lesson Summary 0 minutes
3 hours
Lesson 14: Vertebrates
LEARNING OBJECTIVES

Compare the structures of gymnosperms and Angiosperms.
Describe the characteristics of chordates.
Identify and describe the two invertebrate chordates.
Explain the distinguishing characteristics of fish; amphibians; reptiles; birds; and mammals.
Identify examples of fish; amphibians; reptiles; birds; and mammals.
Determine what causes behavior.
Distinguish between innate and learned behavior.
Explain how behavior contributes to survival

School country

United States

School state

Arizona

School city

Chandler

High school

Primavera Online High School

School / district Address

2471 N Arizona Ave

School zip code

85225

Requested competency code

Lab Science

Date submitted

11/27/2017

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

12/11/2017

Online / Virtual

Yes