Course title
Biology IIPre-requisite
BiologyCourse description
This course offers an investigative approach to scientific problem solving using biotechnology labs to study life at the molecular level. Advanced lab techniques will be used to study genetics; animal physiology; and marine biology. Current advancements in these fields as well as careers will also be incorporated.
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1 Course Intro
Biology II is structured around four Big ideas described in the AP Biology Curriculum Framework; which encompass the core scientific principles; theories; and processes governing living organisms and biological systems.
The four Big ideas are:
Big idea 1: The process of evolution drives the diversity and unity of life.
Big idea 2: Biological systems utilize free energy and molecular building blocks to grow; to reproduce and to maintain dynamic homeostasis.
Big idea 3: Living systems store; retrieve; transmit and respond to information essential to life processes.
Big idea 4: Biological systems interact; and these systems and their interactions possess complex properties.
Two additional goals of Biology II are to help students develop a conceptual framework for modern biology
and to help students gain an appreciation of science as a process.
2 Nature of Science
Scientific method and experimental design
Explain what is meant by scientific theory
Practice with data collection; analysis; and presentation
Address problems in research; such as confirmation bias
Emphasis on evidence collecting; why evolution is considered a unifying theory Unit 1 Activities
1. Design and conduct an experiment; create and revise hypotheses; organize data; present findings {SP}
2. Lead class discussion on experimental design by explaining the design process and identifying controls and variables {SP}
3. Conduct an experiment to determine the optimal pH and temperature of the enzyme catalase [ CR4d]
4. Develop concept maps and diagrams comparing protostomes and deuterostomes to gain an understanding of how taxonomy helps manage the diversity of life [ CR 8 ]
5. Participate in asynchronous discussion where students submit a recent news article for discussion on techniques used; and implications for science and society [ CR 5 ]
6. Chromatography Lab [ CR 6 ]
7. Watch/read excerpts from “Judgment Day: Intelligent Design on Trial”; summarize the judge’s reasoning in the outcome of the case [ CR8 ] and [ CR4a]
3;4;5 Chemistry of Life Identify basic elements of living organisms
Distinguish between inorganic and organic compounds
Describe the structure of organic compounds
Describe water’s unique properties
Understand the pH scale
Explain how life maintains a high degree of organization
Andr.
6
Gaines
6;7;8
Biomolecules
Investigate enzyme structure and function
Student exploration and analysis of Leadership Secrets of Attila the Unit test (vocab)
Andr.
7;8;9
Gaines
9 Cellular Processes
Review basic cellular components; construct models comparing differences between prokaryote; eukaryote; animal; and plant cells
Explain the concept of selectively permeable as it applies to the cell membrane; distinguish between active and passive transport
Define homeostasis and illustrate how transport is used to maintain an internal environment
Understand the process by which the cell theory was developed
Understand the Endosymbiosis theory and its connection to evolution
Understand the role of photosynthesis and cellular respiration in maintaining homeostasis
Unit 2 Activities
1. Diffusion and Osmosis Lab [ CR6 ]
2. Create cell models using post-it notes [ CR4B ]
3. Microscopy Lab and Comparing Plant and Animal Cells [ CR 6 ]
4. Cellular Respiration Lab [ CR 6 ]
- also connects Big Idea 2 to Big Idea 4 [ CR3B ] and [ CR3D ]
5. Photosynthesis Lab [ CR 6 ]
6. Transpiration Lab - also connects Big Idea 2 to Big Idea 4 [ CR3B] and [ CR3D ]
7. Group Presentations on Membrane Transport
*Learning Objective 2.11 Student constructs models connecting the movement of molecules across membranes; this is completed as a presentation to the class; where groups are assigned a type of transport [ CR4B ]
8. Discussion of the Endosymbiosis Theory which includes a summary essay [ CR3B ] & [CR4B]
10;11 Evolution
(Review)
1. How natural selection serves as a mechanism for evolution
2. Scientific evidence supporting evolution
3. Hardy-Weinberg equilibrium
Activities
- ties Big Idea 1 to Big Idea 3 [CR3A] and [CR3C]
2. Evolution of Grabbers - simulation; mutations and selection strength
- ties Big Idea 1 to Big Idea 3; enduring understanding 3.C (genetic variation) to Big Idea 1 and 4
[CR3A] and [CR3C]
3. Discussion on how evolution relates to current science and biotechnology [ CR5]
* Learning Objective 1.5 Student is able to connect evolutionary changes in a population over time to change in the environment but obtaining news articles and providing a summary and leading a class discussion [CR4a]
4. Concept map on evolution; showing the processes that lead to its establishment as a theory; using PBS videos “Darwin’s Dangerous Idea” and “What Darwin Never Knew”. [ CR4a]
DECA’s Entrepreneurship Written Event (Business Plan)/ International Business Plan
Teen Entrepreneurship Project
12; 13 Phylogeny 1. Origin of Life; Fossil Records; Concepts of speciation
2. Current events in evolution; resistance to antibiotics; pesticides; artificial selection
1. Sex and the Single Guppy - laboratory simulation where students explore sexual selection
5. Construct a cladogram and phylogenetic tree [ CR4a]
6. Reconstruct a fossil record to further understand geologic time and extinction [CR4a]
14;15 Organism Form & Function
1. Feedback control loops in animals
2. Thermoregulation in animals
3. Energy allocation and use in animals
4. Examples of functioning units in mammal systems (alveoli in lungs; nephrons in kidneys)
5. Structure and function in body systems (nervous; digestive; skeletal; urinary)
6. Comparative anatomy (mammals; amphibians; humans)
7. Advances in medicine [CR4C] & [CR5]
1. Dissection of the rat and comparative anatomy [CR 6]
2. Exploration of the kidney [CR4d]
3. Dissection of a sheep brain; virtual exploration of a human brain [CR4a]
4. Comparing rat; horse and human skeletons
5. Daphnia Lab [ CR 6 ] DECA’s Entrepreneurship Written Event (Business Plan)/ International Business Plan
Teen Entrepreneurship Project
16
17
18
Spring
1-2 Inheritance / Genetics
1. Mitosis and Meiosis; and the Cell Cycle
2. What is cancer?
3. Mendelian genetics (Law of Segregation; Independent Assortment; Dominance)
4. Mathematical predictions (punnett squares) and Chi Square Analysis
5. Chromosomal Patterns of Inheritance (sex linkage)
6. Human Genetic Disorders
. Activities
1. Modeling of the cell cycle
2. Microscope observations of mitosis and meiosis
3. Fruit Fly Lab
4. Dihybrid Corn with chi square analysis
5. Practice genetic problems
6. Hardy Weinberg Problem Set; survey of human traits
7. Chromosome Simulation - using beads and pipe cleaners; demonstrate linkage groups and inheritance patterns
8. Genetic Disorders Presentation
* Learning Objective 3.13: The student is able to pose questions about ethical; social; or medical issues surrounding human genetic disorders Entrepreneurship (Glencoe; 2011) –
Ch. 19
Ch. 20
Ch. 21.2
Thinking Economics; V.3 –
Ch. 8.0
3-5 Molecular Genetics 1. DNA is the genetic material (historical experiments; DNA structure and function; DNA replication)
2. Flow of genetic information (genetic code; role of other polymers; transcription; translation)
3. Mutations
4. Gene expression (operon systems in prokaryotes; eukaryotic gene expression)
5. Restriction enzymes; plasmids; transformation
6. DNA technology (how gel electrophoresis works and applications of this technology) [CR5]
7. Biotechnology: stem cells; synthetic biology; genetically modified foods [CR5] Activities
1. Recombinant DNA simulation
2. Bacterial Transformation [ CR6 ]
- also ties Big Idea 3 to Big Idea 1 [CR3A ] and [CR3C]
3. DNA Concept Map [CR4c ]
4. DNA Modeling; showing transcription and translation [CR4c ]
5. Gel Electrophoresis [ CR 6 ]
6. Class discussions on biotechnology; student lead discussions [CR5 ]; Virtual Economics V4 Foundation Economics Cost/Benefit Analysis and Opportunity Cost; Division of Labor/Specialization; Economic Systems and Property Rights; Money; Productive Resources; Productivity; Trade; Exchange and Interdependence
6 - 7 *Bioenergetics
(Gaines)
Apply the laws of thermodynamics to biological systems
Entrepreneurship (Glencoe; 2011) –
Ch. 8
Ch. 24
Role plays (MarkEd; DECA; Glencoe)
4th Qtr. Evolution &Phylogeny Gaines
Ecology & Bioethics
Andr. AZCIS Website
Marketing Essentials
(Glencoe; 2009) -
Ch. 37
Ch. 38
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Biology II Lab Assessment
Arizona Department of Education – Standards Based Teaching and Learning
Strand 1: Inquiry Process
Concept 1: 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 2. Develop questions from observations
that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on pr
ior evidence; probability; and/or modeling (not guessing or
inferring).
Concept 2: Scientific Testing
(Investigating and Modeling)
Design and conduct controlled investigations.
PO 1. Demonstrate safe and ethical procedures (e.g.;
use and care of technology; materials; organisms) and
behavior in all science inquiry.
PO 2. Identify the resources needed to conduct an investigation.
PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
PO 4. Conduct a scientific investigation
n 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.
Strand 2: History and Nature of Science
Scientific investigation grows from the contributions of many people. History and Nature of Science
emphasizes the importance of the inclusion of hist-
orical perspectives and the advances that each new
development brings to technology and human knowledge.
This strand focuses on the human aspects of
science and the role that scientists play in the development of various cultures.
Concept 1: 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 in
fluenced science; impacting the quality of life worldwide.
Strand 4: Life Science
Concept 3: Interdependence of Organisms
Analyze the relationships among various organisms and their environment.
PO 1. Identify the relationships among organisms
within populations; communities; ecosystems; and biomes.
PO 2. Describe how organisms are influenced by a particular
combination of biotic (living) and abiotic (nonliving)
factors in an environment.
PO 3. Assess how the size and the rate of growth
of a population are determined by birth rate; death rate;
immigration; emigration; and carry
ing capacity of the environment.
Biology II Lab Assessment
Intro
In 1994; Buena science teacher John Bealer organized efforts to provide real life environmental science studies for students and built a pond on the campus. Over the past 20 years; students have used the pond to increase inquiry skills by conducting a variety of experiments to include water quality and animal population studies. The pond is a great example of a closed community; home to some common plants like Cattail and Lillie pads. It also has had a stable population of Gambusia afinis (mosquito fish) and aquatic invertebrates to include dragon fly nymphs. 3 years ago; students discovered tadpoles that were later identified as bullfrogs; an invasive species that many environmentalists view a destructive species because bullfrogs/tadpole eat native species. In 2013; a Buena student conducted a YES Science fair experiment that dealt with the invasive species and was recommended by a locate Biologist to eradicate the animals because of the close proximity of a wash that connects with the San Pedro. She decided to be as humane as possible and have as many tadpoles be caught and fed to a domestic catfish called Tyler.
Objectives: Students will…
• Ethically collect aquatic animals’ data.
• Predict possible reason for results
• Analyze population sex; body length; and population size over time to Mosquito fish; tadpoles; and other critters found (dragon fly nymph).
• Identify relationships abiotic/biotic factors have on fish/tadpole populations.
• Recommend future study for pond.
Directions
Conduct and write up lab report that deals with Buena’s pond environment. The lab will count as ½ the semester’s final exam grade and will be used as an assessment to prove student is proficient at the Inquiry process. Lab write up will require…
Title:
Objective(s): Why you are doing lab.
Research: Intro information
• Abiotic factors:
• Biotic Factors:
• Mosquito fish:
• Bullfrog Tadpoles:
• Other?
Question: Relevant to objective and hypothesis.
Hypothesis: Predict abiotic and biotic factors that influence populations.
Procedure: Detailed step by step of protocol to conduct experiment; resources required and how to use them to collect data. Include how all Biology II students’ data will be collect and organized. Local weather reports will also be provided.
Data: Provided
• Abiotic Weather reports
• Size of fish/tadpole.
• Number of tadpoles; number of male fish; and number of female fish.
Analysis: Create 2 Graphs of critter populations (size/number vs time) and factor you predict as influence
Conclusion:
I Objective/Question/Hypothesis
I Findings
II Relationships (2 minimum) between factors (abiotic/biotic) and findings of animal (fish/tadpole) populations. Make decision based off Graphs.
III Possible errors.
III Propose Future study of pond.
Reference List: Follow English Teacher’s preference
Checklist for Grading; Holistic Critical Thinking Rubric Scoring will be used.
Introduction (title objective research)_____
Question/Hypothesis_____
Procedure_____
Analysis Graph 1_____ Graph 2_____
Conclusion Part I_____ Part II_____ Part III_____
Reference List:_____
School country
United StatesSchool state
ArizonaSchool city
Sierra VistaHigh school
Buena High SchoolSchool / district Address
5225 E. Buena School Blvd.School zip code
85635Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LADV
- Advanced science
- LBIO
- Biology