Course title

Pre-requisite

Course description

The primary objective of the course is to provide students with a fundamental understanding of modern biology and scientific processes; building a foundation for success in the college level AP/IB courses to follow. The AP Prep course places a higher priority on developing critical thinking skills by examining real world problems. Students will examine topics with more depth and include more advanced resource material in addition to the adopted text. Laboratory investigations will play a more prominent role and be more sophisticated than in regular biology.  Students will be expected to design and carry out experiments using appropriate methods and resources.

Topics include: biological chemistry; life processes; cells; genetics; biotechnology; evolution; and ecology. This course satisfies a science lab requirement for state universities.

Instructional Units:

Ap Prep Biology-01: The Nature of Life and Biochemistry

Big Ideas All living things have common traits/characteristics. Living things are diverse; but all living things share common physical; genetic; and molecular characteristics; all of which are evidence of common ancestry. There are appropriate methods and tools (including laboratory materials; equipment; technology; and electronic resources) to conduct scientific investigations. Science involves a particular way of knowing and understand common themes among scientific disciplines. There are basic elements and molecules that are required for life and transfer of energy. Essential Questions What are the characteristics and wants of life and why are each of these necessary? What are proper laboratory practices and how do we remain safe in the laboratory? What are some reasons to follow appropriate procedure in a science lab and how does that relate to life or for use outside of the laboratory? What are common themes in science and how do scientists investigate and experiment to learn about life? What elements and molecules do all living things require and how are they obtained; made; and utilized? What is the organization of life? (Hierarchy)

Learning Target Criteria for Success DOK S1:C2:PO1 I can safely use lab equipment and conduct lab experiments. S1:C2:PO1 - Students will explain score 100% on district lab safety assessment. Level 2 Strand 1 --- ALL I can conduct a lab investigation and analyze data for patterns; results and correlations. Strand 1 --- ALL - Students will collect data through a lab investigation. Students will graph and analyze data. Students will be able to determine patterns; correlations and trends and give logical reasoning why these trends exist. Level 2 S4:C1:PO1/S4:C5:PO5 I can determine "life" by using 5 commonly shared traits of all living things. S4:C1:PO1/S4:C5:PO5 - Students will be able to identify the quality of "life" based on the 5 characteristics of life. Level 2 S4:C3:PO1/ S4:C5:PO5 I can describe the organization of the complexity of life from cells to Biosphere. I can also describe how atoms; molecules and organelles help with the creation of life. S4:C3:PO1/ S4:C5:PO5 - Students will list the properties and organization of each level in the hierarchy of life.. Level 2 S4:C5:PO2 I can identify the structural components of the 4 primary macromolecules of life; monomers/polymers. I can identify the basic properties of the primary elements of life on the periodic table. S4:C5:PO2 - Students will discuss; describe; draw the 4 primary macromolecules and life and determine the purpose of each of these within a living organism. Students will be able to identify the parts of an atom and how valence electron number relates to bonds that are formed in compounds. Level 3 S4:C5:PO2 I can describe the importance of enzymes to build and break molecules at a rate fast enough for life to exist. S4:C5:PO2 - Students will understand enzyme function using a model. Level 3 S5:C4:PO4 I can determine what the different bond types are and how they are important to life. S5:C4:PO4 - Students will be able to distinguish the difference between the types of bonds. (Covalent; ionic; hydrogen and van der Wahl's forces). Level 3

Key Vocabulary Amino Acid; Anabolic; ATP; Bond types; Carbohydrates; Catabolic; Cell; Electrons; Energy; Enzymes; Ethical; Fatty Acid; Glycerol; Growth; Homeostasis; Inorganic; Isotope; Lipids; Macromolecule; Matter; Metabolism; Molecules; Monomer; Monosaccharide; Nucleic Acid; Neutron; Organ; Organ System; Organelle; Organic; Organism; Organization; Polymer; Polypeptide; Proteins; Proton; Reproduction; Response; Safety; Stimulus; Tissue; Valence; WANTS; Water

Instructional Strategies/Suggestions S1:C2:PO1 Lab Safety Lesson and Quiz Teachers can teach any safety lesson they would like; as long as the quiz and safety contract are current from the PUSD portal. The information from the portal will cover all lab scenarios. The information that should be covered should be focused on the relevant aspects of the particular labs that students will be covering in the course. Students are required to receive a 100% on the safety quiz prior to being able to sit for any future labs in class. There should be signature sheets and quizzes; on file; that demonstrate that students have covered the information and are proficient in the information. By reviewing the informatioN/Answers for the quiz; students will be insured to score 100%. S1:C1:PO 1 - 4 S1:C2:PO 1 - 5 S1:C3:PO 1 - 4; 6; 7 S1:C4:PO 1 - 4 Required Lab Activities: Your Choice - Practice all skills The purpose of this lab is for students to build on the understanding of following experimental protocols. Understanding data collection; correlations and trends; reasons behind multiple trials; independent and dependent variables; control groups and experimental groups. S4:C1:PO1; S4:C5:PO5 Traits of life made of cells; grow and develop; reproduce with own energy; respond to stimuli; metabolism (chemical) Students should know the five characteristics of living things (of life). They should also be able to classify different scenarios using the appropriate traits of life. Students should also understand that; to be considered a living thing; organisms must possess all five traits (i.e. understanding that viruses are not considered living because they don’t possess all five traits). S4:C3:PO1 S4:C5:PO5 Levels of organization Atom – molecules – organelles – cells – tissue – organ – organ system - organisms (population) – community – ecosystem – biome – biosphere Students should be able identify the different levels of organization of life (specifically; molecules to organism) and be able to classify different scenarios into the appropriate level. Students should also be able to relate this concept to the traits of life and that all living things have levels of organization. S4:C5:PO2 Organic Molecules: Molecules of Living Things Molecular structure of organic molecules; molecular modeling; monomers and polymers of organic molecules. Build and draw carbohydrates; Lipids; Proteins; Nucleic Acids Students should understand the basic chemical structures of the 4 molecules of living things and how they are differentiated from one another. The students should be able to recognize and draw the structures and functions of carbs; lipids; proteins and nucleic acids. They should also be able to identify the polymer and monomers of each Identify the basic building blocks and functions of each in life. Students should understand the basic uses of each of the 4 organic molecules and understand how they relate to the living things. They should understand the basic uses of each molecule by living things (i.e. carbohydrates are primarily used as an energy source) and why it’s important for living things to get each of these nutrients (i.e. proteins are necessary for building tissue). S4:C5:PO2 Enzyme Function The students should be able to describe the function of an enzyme and how enzyme function can be altered/destroyed. (Protein that are acting as a catalyst and are not used up in a reaction) S5:C4:PO4 Types of Bonds The students should be able to identify and describe the structural nature of the following: Hydrogen; Covalent; Ionic; van der Wahl's forces.

Standards Covered Arizona State Science Standards 1: Inquiry Process 1.1: Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources. 1.1.PO 1: Evaluate scientific information for relevance to a given problem. 1.1.PO 2: Develop questions from observations that transition into testable hypotheses. 1.1.PO 3: Formulate a testable hypothesis. 1.1.PO 4: Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring). 1.2: Design and conduct controlled investigations. 1.2.PO 1: Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry. 1.2.PO 2: Identify the resources needed to conduct an investigation. 1.2.PO 3: Design an appropriate protocol (written plan of action) for testing a hypothesis: 1.2.PO 4: Conduct a scientific investigation that is based on a research design. 1.2.PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers. 1.3: Evaluate experimental design; analyze data to explain results and to propose further investigations. Design models. 1.3.PO 1: Interpret data that show a variety of possible relationships between variables; including: 1.3.PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis. 1.3.PO 3: Critique reports of scientific studies (e.g.; published papers; student reports). 1.3.PO 4: Evaluate the design of an investigation to identify possible sources of procedural error; including: 1.3.PO 6: Use descriptive statistics to analyze data; including: 1.3.PO 7: Propose further investigations based on the findings of a conducted investigation. 1.4: Communicate results of investigations. 1.4.PO 1: For a specific investigation; choose an appropriate method for communicating the results. 1.4.PO 2: Produce graphs that communicate data. 1.4.PO 3: Communicate results clearly and logically. 1.4.PO 4: Support conclusions with logical scientific arguments. 4: Life Science 4.1: Understand the role of the cell and cellular processes. 4.1.PO 1: Describe the role of energy in cellular growth; development; and repair. 4.3: Analyze the relationships among various organisms and their environment. 4.3.PO 1: Identify the relationships among organisms within populations; communities; ecosystems; and biomes. 4.5: (Including Human Systems) Understand the organization of living systems; and the role of energy within those systems. 4.5.PO 2: Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things. 4.5.PO 5: Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems. 5: Physical Science 5.4: Investigate relationships between reactants and products in chemical reactions. 5.4.PO 4: Distinguish among the types of bonds (i.e.; ionic; covalent; metallic; hydrogen bonding).

AP Prep Biology-02: The Cell and its Environment

Big Ideas The cell is the basic unit of structure and function for life. Growth; reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.

Essential Questions What is a cell and how do the organelle structures relate to life functions of the cell? What is homeostasis and its purpose and how do living things maintain it?

Learning Target Criteria for Success DOK S2:C1:PO2 I can identify the components of cell theory. S2:C1:PO2 - Students will explain the contributions of Hooke; Schleiden; and Schwann to cell theory. S2:C1:PO2 - Students will compare the surface area to volume ratio of various cells and determine why cells are small using the Cell Size Lab and P.O.G.I.L. Level 2 S4:C1:PO2/ S4:C2:PO2 I can compare and contrast Prokaryotic; Eukaryotic; Archaea cells and Viruses. S4:C1:PO2/ S4:C2:PO2 - Students will create a Venn diagram to illustrate the similarities and differences between the 3 cell types and viruses. Level 2 S4:C1:PO2 I can identify the structure and function of organelles. I can explain the similarities and differences between plant and animal cells. S4:C1:PO2 - Students will create a model of the cell illustrating the structure and function of plant and animal cell organelles. S4:C1:PO2 - Students will observe the similarities and differences between the plant and animal cells. Level 2 S4:C1:PO4/ LAB: S1:C2:PO5/ LAB: S4:C1:PO4 - Students will differentiate Level 3 S1:C3:PO1; 2; 3; 6/ LAB: S1:C4:PO1; 2; 3; 4 

I can identify the structural components of the cell membrane including the phospholipid bilayer; embedded proteins; and cholesterol. I can identify the building blocks of a cell wall. I can analyze mechanisms of the transport of materials into and out of cells: passive transport and active transport. between passive and active transport. S4:C1:PO4 - Students will predict the outcomes of different osmotic environments. S4:C1:PO4 - Students will recognize and analyze the effects of different solute concentrations on osmosis/diffusion.

S1:C2:PO1/5 I can find specimens using a compound microscope. S1:C2:PO1/5 - Students will use microscope correctly in order to view cell parts and cell structures. Level 2

Key Vocabulary Active Transport; Animal; Archaea; Cell; Cell Membrane; Cell Wall; Centrioles; Chloroplast; Chromoplast; Concentration Gradient; Cytoplasm; Cytoskeleton; Diffusion; DNA (linear & circular); Endoplasmic Reticulum (Smooth & Rough); Equilibrium; Eukaryotic; Golgi Apparatus (Bodies); Homeostasis; Hypertonic; Hypotonic; Isotonic; Lysosome; Leucoplasts; Microscope; Mitochondria; Nuclear Membrane; Nuclear Pore; Nucleolus; Nucleus; Organelle; Osmosis; Passive Transport; Plant; Prokaryotic; Ribosome; Solute; Solution; Solvent; Surface area to volume ratio; Vacuole; Virus

Instructional Strategies/Suggestions S2:C1:PO2 Cell Theory Students should understand what makes a cell “a cell” based on the cell theories (both original and modern). Students will also understand the individual contributions of different historical figures (Hooke; Schleiden; Schwann; etc.) and their contributions to the different parts of the cell theory. With the theories; students will understand what occurs with living things at the cellular level (i.e. metabolism occurs at the cell level). Cell size; surface area to volume ratio S4:C1:PO2 S4:C2:PO2 PEORIA UD 11 Materials Bank For additional instructional materials in Classrooms; visit https://peoriaud.schoolnet.com Generated 7/24/2017 Page 2 of 6 Prokaryotic; Eukaryotic; Archaea; and Viruses Prokaryotic cells do not have a nucleus or membrane bound organelles. Whereas; eukaryotic cells do. Both have DNA. Students will be able to differentiate between the 3 types of cells (and viruses) and understand the types of cells plants and animals have. Students will also understand how the complexity of the eukaryotic cells relates to the evolution of living things. Linear vs. circular DNA. Students should be able to identify the different organisms that contain linear vs circular DNA. S4:C1:PO2 Plant and Animal Differences Plant cells have cell wall; chloroplasts; leucoplasts; and rectangular shape and large central vacuole. Determine the function of leucoplasts and chloroplasts based on lab activities (potato cell lab with/without iodine stain; banana lab - mashed over ripe vs. non-ripe with iodine). Animal cells have centrioles and a circular shape. Students should be able to distinguish between plant and animal cells based on either the shape and/or structure. Students should be able to identify the structures that differentiate plants from animal cells. Students will understand how these differences relate to the lifestyles of these living things (i.e. plants have cell walls because they don’t have any sort of skeletal system for support). Organelle structure and function Nucleus; cell membrane; cell wall; centrioles; mitochondria; endoplasmic reticulum (rough ER and smooth ER); Golgi apparatus; lysosome; nuclear membrane; nuclear pore; chloroplast; nucleolus; ribosomes; and microtubules. Students should be able to identify the organelles; their names and functions. Students should also understand how these organelles relate to each other and how they work together to maintain homeostasis within the cell. S4:C1:PO4 LAB: S1:C2:PO5 LAB: S1:C3:PO1; 2; 3; 6 LAB: S1:C4:PO1; 2; 3; 4 Passive and Active Transport Cell membrane structure including phospholipid bilayer; embedded proteins; and cholesterol. Students should also recognize the building blocks of a cell wall (Cellulose and Pectin) and identify the carbohydrate in cellulose. Diffusion is the passive movement of molecules from a high to low concentration. Students should understand that passive transport within cell uses no energy from the cell and moves along the concentration gradient (high to low). Students should also know that the cell’s environment determines this movement and that the cell cannot control it. As a result; student should be aware of the benefits and disadvantages of this type of transport and how it relates/effects homeostasis for the cell. Students should also understand that the type of transport that occurs with the cell normally relates to the size of the molecule that is being moved (i.e. diffusion occurs with small molecules like water; oxygen; carbon dioxide; etc.) Osmosis (diffusion of water): hypertonic; hypotonic and isotonic. Diffusion through a Membrane lab. Students should understand that osmosis is a type of passive transport that only refers to the movement of water. Students should also understand that the different osmotic environments are determined by the amount of solutes outside of the cell and will affect the movement of water (in or out of the cell). Students should also be able to identify the kind of osmotic environment a cell is in; based off the solute concentration (tonicity) and predict how the mass of the cell will be affected. Students should also understand that the water within the cell is the major determination of a cell’s mass. Egg Lab; Potato lab; or Grape Lab (Osmosis and the Shipwrecked Sailor) Students will use either lab as a means for predicting mass change; based on the given environment. Students will understand the concept of semi-permeability and how the eggs and/or potato cells act in the same manner cells do in an attempt to maintain homeostasis. Students will also be able to use the mass changes that occur in each lab to predict to solute concentration with each “cell” (i.e. if a given solute concentration has no mass change; the solute concentration in and out of the “cell” are balanced). Active requires energy for transport (example: sodium-potassium pump).

Standards Covered Arizona State Science Standards 1: Inquiry Process 1.2: Design and conduct controlled investigations. 1.2.PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers. 1.3: Evaluate experimental design; analyze data to explain results and to propose further investigations. Design models. 1.3.PO 1: Interpret data that show a variety of possible relationships between variables; including: 1.3.PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis. 1.3.PO 3: Critique reports of scientific studies (e.g.; published papers; student reports). 1.3.PO 6: Use descriptive statistics to analyze data; including: 2: History and Nature of Science 2.1: Identify individual; cultural; and technological contributions to scientific knowledge. 2.1.PO 2: Describe how diverse people and/or cultures; past and present; have made important contributions to scientific innovations. 4: Life Science 4.1: Understand the role of the cell and cellular processes. 4.1.PO 2: Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. 4.1.PO 3: Explain the importance of water to cells. 4.1.PO 4: Analyze mechanisms of transport of materials (e.g.; water; ions; macromolecules) into and out of cells: 4.1.PO 4.a: passive transport 4.1.PO 4.b: active transport 4.2: Understand the molecular basis of heredity and resulting genetic diversity. 4.2.PO 2: Describe the molecular basis of heredity; in viruses and living things; including DNA replication and protein synthesis.

AP Prep Biology-03: Cellular Energy and Processes

Big Ideas Photosynthesis and cellular respiration are the biochemical processes by which most organisms obtain and use energy.

Essential Questions Where does the energy for life come from and how is this energy transferred? How do all living things release energy; from organic molecules; for cellular functions?

Learning Target Criteria for Success DOK S4:C5:PO1 I can explain the process of photosynthesis in terms of energy flow; reactants; and products. S4:C5:PO1 - Students will draw the structure of a chloroplast. S4:C5:PO1 - Students will identify the location; products; and reactants of the light and dark reactions. S4:C5:PO1 - Students will predict the outcomes when availability of reactants changes using the Floating Disc Lab. Level 3 S4:C5:PO1 / S4:C1:PO5 I can explain the process of cellular respiration in terms of energy flow; reactants; and products. S4:C5:PO1 / S4:C1:PO5 - Students will identify the location; products; and reactants of Glycolysis; Citric Acid Cycle; and Electron Transport Chain. S4:C5:PO1 / S4:C1:PO5 - Students will compare and contrast aerobic and anaerobic respiration. S4:C5:PO1 / S4:C1:PO5 - Students will predict the outcomes when availability of reactants changes using the BTB Lab. Level 3 S4:C5:PO3 / S4:C5:PO2 I can compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products (including carbon cycle). S4:C5:PO3 / S4:C5:PO2 - Students will attribute the interdependence between photosynthesis and respiration to the reactants and products. Level 3

Instructional Strategies/Suggestions

S4:C5:PO1 Photosynthesis Students should understand that photosynthesis occurs in the leaves of plants (and other green photosynthetic organisms). It requires water and carbon dioxide and makes sugar (glucose) and oxygen. They should also understand that the process requires a source of radiant energy and that; ultimately; all living things rely on the sun for this process to occur. Identify how the structure of a chloroplast is related to the steps of photosynthesis. Light Dependent and Light Independent reactions Students will understand that the light dependent reaction is when the radiant energy is utilized during photosynthesis. Also; they will understand that the dark (light independent) reaction does not utilize any radiant energy (but can occur in light). They should also know that the dark reaction is also called the Calvin cycle. Students should limit their understanding of the light dependent reactions to knowing that the light dependent reactions use the sun to split water molecules and to make higher energy molecules (thus; fueling the light independent reactions) and occurs in the grana. The light independent reactions take in carbon dioxide and combine it with the products from the light dependent reactions to make glucose and occurs outside the grana; in the stroma (the cytoplasm of the chloroplast). Factors Affecting Students should understand the factors affecting photosynthesis including the wavelengths of light; temperature; water and carbon dioxide available. Floating Disk Lab S4:C5:PO1 Cellular Respiration Students should know the reactants and products for the reaction to occur. They should know the chemical equation for the reaction (not balanced) and the necessary conditions for the reaction to occur. They should understand that the reaction occurs within the mitochondria of plants and animals. They should also know the purpose of the reaction and that all living things perform some form of cellular respiration. 3 main parts of cellular respiration (Glycolysis; Citric Acid Cycle; Electron Transport Chain). Students do not need the fine details on this; but they should be familiar with where these processes are occurring and what is required for these processes to occur (more detail will be discussed during AP).

Aerobic/Anaerobic Students should understand the major differences between aerobic and anaerobic respiration. Students should know the reactants and products of the different versions of anaerobic respiration and that all versions break down glucose to create ATP. They should be able to identify what organisms utilize the different modalities and when they would use them (i.e. humans perform anaerobically during oxygen deprivation). They should understand the advantages and disadvantages of the different modes and that organisms don’t choose either one. Rather; it is part of the adaptive nature of different organisms. Cellular Respiration Lab Students will be able to manipulate different factors to adjust the amount of energy (ATP) that is produced. Students should be able to predict the outcomes of their investigation (i.e. activity increases the heart rate which increases the amount of oxygen provided to the cell to create ATP through the reaction). S4:C5:PO3 Students should understand how the products and reactants of the photosynthesis and respiration reactions compare to each other and realize the cycling of carbon that occurs between them. They should also understand that the sun (ultimately) drives the system by storing its radiant energy in the form of stored chemical energy (glucose) to be used by living things.

 

Standards Covered Arizona State Science Standards 4: Life Science 4.1: Understand the role of the cell and cellular processes. 4.1.PO 1: Describe the role of energy in cellular growth; development; and repair. 4.5: (Including Human Systems) Understand the organization of living systems; and the role of energy within those systems. 4.5.PO 1: Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products. 4.5.PO 3: Diagram the following biogeochemical cycles in an ecosystem:

AP Prep Biology-04: Molecular Basis of Heredity

Big Ideas All living things have mechanisms by which they grow; develop; repair and reproduce. Cancer results from abnormal cell division. Living systems store; retrieve; transmit and respond to information essential to life processes. Central Dogma (DNA ‚Äê> RNA ‚Äê> Proteins).

Essential Questions What is the purpose; process and result of cellular division (mitosis)? Why do organisms need to undergo cellular division? What are causes of mutations during cellular division? Why is the cell so susceptible to environmental mutagens during the cell cycle? What causes cancer and why does it happen? What is the structure and function of DNA and how are characteristics of one generation passed to the next? How is the information in DNA used to make proteins? Why is it important to maintain accuracy in protein synthesis? How is heritability affected by the how proteins are created?

Learning Target Criteria for Success DOK S4:C2:PO1/ S4:C1:PO2 I can identify the structure and location of DNA. Students will explain the structure of DNA using Chargaff's rules; hydrogen bonds; and covalent bonds. Students will recognize DNA as the hereditary material of the cell. Students will compare and contrast the structure and location of DNA in prokaryotic and eukaryotic cells. Level 2 S2:C1:PO1/ S2:C1:PO2 I can describe contributions made by scientists that led to the discovery of DNA; structure; and protein synthesis. Students will explain how all of the past DNA research has led to current biotechnology and medical advancements. Level 2 S4:C2:PO2 I can explain how a DNA molecule is used as a template to create identical strands. I can determine the sequence of amino acids based on a code of DNA. Students will describe semi-conservative replication. Students will discuss transcription and translation in relation to protein synthesis. Level 2 S4:C1:PO1 I can distinguish the different parts of the cell cycle (including mitosis and cytokinesis) and what is occurring at each point. Students will be able to draw the cell cycle and identify what is happening in each phase of the cell cycle; mitosis and cytokinesis. Level 2 S4:C1:PO5/S4:C2:PO1 I can identify different types of mutations and how the protein being formed is affected. Given a set of DNA changes; students will be able to predict the possible protein changes. Level 3 S4:C1:PO1 and 5/S4:C2:PO1 I can distinguish the difference between normal and transformed cancerous cells. Students will be able to describe where the changes in the cell cycle occur that cause for rapid growth of cancer. Level 2 S2:C2:PO2 / S4:C2:PO1 I can use the tools of biotechnology to identify unknown DNA fragments (or models). Students will be able to use gel electrophoresis to separate and identify an unknown. Students will use micropipetting techniques; correctly (optional). Level 3

Key Vocabulary Double Helix; DNA; Helicase; Ligase; Polymerase; Nucleotide; DNA Replication; Chargaff (Base Pair Rules); Adenine; Thymine; Guanine; Cytosine; Watson; Crick; Franklin; Semi-conservative; Purine; Pyrimidine; Hydrogen Bonds; Cell Cycle; Mitosis; Interphase (G1; S; G2); Cytokinesis; Prophase; Anaphase; Telophase; Metaphase; Chromatid; Chromatin; Asexual (binary fission); Cancer; Benign; Malignant; metastasis; tumor; Mutations; Missense; nonsense; silent; frameshift; point mutations; Chromosomal Mutations; Central Dogma; Transcription; Translation; mRNA; tRNA; Codon Charts; Amino Acids; rRNA (Ribosomes); Codon; Anticodon; Protein; Peptide Bond; Biotechnology; Gel Electrophoresis; Micropipette; Restriction Enzyme.

Instructional Strategies/Suggestions S4:C2:PO1 DNA Structure Students should understand what DNA stands for and that it’s the chemical that holds heritable information and has the information to create proteins needed for all functions within living things. S4:C1:PO2 In eukaryotes; the DNA is found within the nucleus. Students should be able to explain the benefit of the DNA being held within the nucleus; in terms of reducing the risk of mutations. In prokaryotes; the DNA is within the cytoplasm. S2:C1:PO1 S2:C1:PO2 History of DNA Watson & Crick; Rosalind Franklin A more in-depth look at the contributions of these scientists to the structure of DNA. The video “Secret of Photo 51” does a nice job looking at much of the background with Rosalind Franklin. HHMI also has a shorter film "The Double Helix" that does a brief history. There are also several Ted Ed videos that are good. S4:C2:PO1 Structure and components Double Helix Students should know that the shape of DNA is a double-helix (twisted ladder) Students should know the shape and structure of DNA and that it is made of a repeating sequence of nucleotides and that the sequence of those nucleotides determines the “code for life” for all living things. Nucleotide Students should know that a nucleotide is made of a sugar; phosphate and one of four nitrogen bases. 4 base pairs Students should know that the 4 nitrogen bases that make up DNA are adenine (A); thymine (T); guanine (G) and cytosine (C). Base Pair rules They should know that the 2 sides of DNA are weakly held together by the bases pairing up (one from each side). Adenine and guanine

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