Course titleBiotechnology II
Pre-requisiteBiology, Chemistry (90%) or H. Chemistry (80%), Biotechnology I Honors for those seeking MCB 102 credit from U of A
This second year course; Biotechnology II Honors; allows students to perfect biotechnology techniques; learn to read research papers; and hear about cutting edge research from researchers in the field. It includes advanced biotechnological techniques; fundamentals of cell biology and genetics; applications of biotechnology; bioethics and careers in biotechnology. Through laboratory activities and field based research; students will conduct independent research in an active laboratory; and learn to communicate their research at the Regional Science Fair (SARSEF).
Course and Laboratory syllabus
Biotechnology II Honor/Senior Research
Biotechnology II Honors/Senior Research is a project based course. Each unit is built around laboratory projects that increase in the level of complexity leading to an independent research project.
Unit I: Review of Laboratory Procedures
Pre-assessment in Solution chemistry and Laboratory Equipment
Chemistry concentration Unit calculations
Metric conversion calculations
Identification and proper use of measurement tools
Exploration of Career Paths in Biotechnology and /or other STEM careers
Introduce Career Portfolio
Research a Career in Biotechnology or related medical field
Developing a Resume
Developing Cover Letter
Experimental Design Review: Does washing vegetables/fruits remove microbial surface contaminants? What type of bacteria are on the surface? Another possibility is oil degrading bacteria.
Unit II: Using Electronic Databases to Gather Scientific Articles for Research Project
Introduce Research Project
Structure and Examination of Scientific Article
Use of electronic databases for identifying and accessing key scientific articles
Field Trip to U of A to use medical library and job shadow scientists working in Biotechnology
Begin to read background material for research project
Unit III: Independent Research initiated. Note: This unit is continuous throughout the year.
Identification of Research Question
Design Experiment(s) to address the question
Write a Research Proposal
Maintain a legal scientific notebook of the research conducted
Creation of Poster Presentation of Research
Presentation of Research
The following are Units that will be investigated by students as a continuation of H. Biotechnology I. Initiated during the first Semester and continues into the second semester.
Unit IV: Plant Tissue Culture
Plant Growth; Structure and Function
Artificial Selection ‚Äì Fast Plants
Asexual Plant Propagation
Tissue culture medium and growing conditions
Embryo tissue culture
Carrot tissue culture
Unit V: DNA Barcode- identification of new species
Review of PCR
Design of PCR primers
DNA Barcode ‚Äì What is it?
Isolation of DNA from sushi
PCR amplification of isolated DNA
Introduction to Bioinformatics
Using Bioinformatics in species identification
Having the sushi DNA sequenced
Analysis of DNA Sequence for species identification through Bioinformatics
Apply technique to the identification of new species
Unit V: Protein Isolation and Analysis
Review of protein structure and function including enzymes
Development of Amylase Assay
Identification of Best Source of Amylase
Use of Chromatography to separate and isolate Proteins
Purification of Amylase Protein using DEAE Sepharose
Principles of SDS Gel Electrophoresis
SDS Page Gel of different fractions
Product Quality Control
Production of Proteins made by recombinant DNA technology
Application of Enzymes to creations of Biosensors
Creation of cholesterol biosensors
Unit VI: Using Antibodies as tools in Protein Identification
Antibodies as Tools
Western Blot of Fish Muscle Proteins
Probing Western Blot using antibodies against MLC1
Creating phylogenetic tree from western blot results
Using Antibodies to Diagnose and Treat Cancer
Standards that are met with this Course:
The independent research aspects of the Next Generation Science Standards will clarify for students the relevance of science and technology to everyday life. Students will be encouraged to develop independent research projects that are cross disciplinary.
Next Generation Science Standards‚Äô core ideas all have broad importance within or across science or engineering disciplines; provide a key tool for understanding or investigating complex ideas and solving problems; and relate to societal or personal concerns. The core ideas in Physical science; Life sciences; and Earth and Space Sciences all stress the role of student inquiry and research in helping students understand concepts. The following are examples:
HS-PS1-3 Matter and its Interactions
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-6 Matter and its Interactions
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-PS2-1 Motion and Stability: Forces and Interactions
Analyze data to support the claim that Newton‚Äôs second law of motion describes the mathematical relationship among the net force on a macroscopic object; its mass; and its acceleration.
HS-PS2-5 Motion and Stability: Forces and Interactions
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
Design; build; and refine a device that works within given constraints to convert one form of energy into another form of energy.*
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics)
HS-PS4-2 Waves and their Applications in Technologies for Information Transfer
Evaluate questions about the advantages of using a digital transmission and storage of information.
HS-LS1-3 From Molecules to Organisms: Structures and Processes
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS2-7 Ecosystems: Interactions; Energy; and Dynamics
Design; evaluate; and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
HS-LS3-1 Heredity: Inheritance and Variation of Traits
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring
HS-LS3-3 Heredity: Inheritance and Variation of Traits
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population
HS-LS4-3 Biological Evolution: Unity and Diversity
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-ESS2-2 Earth's Systems
Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-5 Earth's Systems
Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS3-4 Earth and Human Activity
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-5 Earth and Human Activity
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
HS-ETS1-1 Engineering Design
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2 Engineering Design
Design a solution to a complex real-world problem by breaking it down into smaller; more manageable problems that can be solved through engineering.
HS-ETS1-3 Engineering Design
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints; including cost; safety; reliability; and aesthetics as well as possible social; cultural; and environmental impacts
Arizona CTE Technical Standards can be met depending on the student‚Äôs research program may be found under the following programs:
Bioscience; Electronic Technology; Engineering Sciences; Environmental Service Systems; Laboratory assisting; Natural Renewable Resources; Plant systems; Software Development.
School countryUnited States
High schoolSalpointe Catholic High School
School / district Address1545 E. Copper St.
School zip code85719
Requested competency codeCTE
Approved competency code
- Career and technical education
- Advanced science
Deferred Test Reason