SC48 – Biotechnology I
Career & Technical Education
Course #: SC48
Course Name: Biotechnology I
Prerequisites: SC49 Biology or AG30 Applied Biological Systems
Grade Level: 10-12
Level of Difficulty: Average - High
# of Credits: 2 semesters – 1 Credit
The following is a Career and Technical Education (CTE) class under the Bioscience Program.
Biotechnology I Units and Understanding Statements
Unit 1: Introduction to Biotechnology
Foundational knowledge of biotechnology, using history, implementing Standard Operating Procedures, and proper record keeping skills
are essential for success in the Biotechnology Industry.
Unit 2: Safety
Application of MSDS (SDS), Chemical Storage and Labeling, Biosafety Levels, and Safety Protocols ensure a safe work environment.
Unit 3: Cells and Model Organisms
Model Organisms are an important tool for studying cellular biology.
Unit 4: Basic Laboratory Techniques and Equipment
Safe and accurate use of laboratory equipment and the development of laboratory skills are essential for successful biotechnology
research.
Unit 5: Microbiology
The function and preparation of culture media and the use of aseptic technique is important in the culture and classification of
prokaryotic model organisms.
Unit 6: Solutions
Solution preparation techniques including %mass/volume and molarity are vital to good laboratory practice (GLP) in the
biotechnology industry.
Unit 7: Acids, Bases, and Buffers
The understanding of acids, bases, and buffers is essential to the study and manipulation of DNA and proteins.
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Career & Technical Education
SC48 – Biotechnology I
Unit 8: Nucleic Acids
An in depth knowledge of DNA and protein synthesis is essential to the quantification and manipulation of DNA using restriction
enzymes, electrophoresis and polymerase chain reaction.
Unit 9: Bacterial Transformation
Bacterial transformation is a foundational process of genetically engineering a cell or producing biotechnology products.
Unit 10: Soil Bacteria Identification Project
The isolation and identification of an unknown prokaryotic organism from soil or water requires application of GLP and following
SOP in all skills and concepts taught throughout this course.
Unit 11: Portfolio
A professional portfolio is essential to understanding the biotechnology industry and employment therein. This portfolio includes a
biotechnology resume and cover letter, completed and approved Education and Career Action Plan, and a biotechnology stock project.
Unit 12: Bioethics
Analyzing valid, reliable sources of information about bioethical concerns both current and historical is essential for developing a
scientifically literate society and informed electorate.
Unit 13: HOSA
HOSA: Future Health Professionals is a Career and Technical Student Organization. Participation in a CTSO allows students to
successfully enter the biotechnology or healthcare workforce.
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SC48 – Biotechnology I
Career & Technical Education
COMMON CORE STANDARDS
The following Reading and Writing performance objectives are integrated throughout the entire course:
Reading:
● 9-10.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of
explanations or descriptions.
● 9-10.RST.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a
scientific or technical problem.
Writing:
● 9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
● 9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
Speaking and Listening
● 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues building on others’ ideas and expressing their own clearly and persuasively.
● 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language
● 9-10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level, demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Math
● HS.A-CED.1 Create equations and inequalities in one variable and use them to solve problems.
● 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.
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SC48 – Biotechnology I
Career & Technical Education
SC48 Biotechnology I Processes - Suggested Teaching Timeline
First Semester
August
Sept.
Oct.
Second Semester
Nov.
Dec.
Jan.
Feb.
March
April
May
Unit 1: Intro to Biotechnology
Unit 2: Safety
Unit 3: Cells and Model Organisms
Unit 4: Basic Lab Techniques & Equipment
Unit 5: Microbiology
Unit 6: Solutions
Unit 7: Acids, Bases, and Buffers
Unit 8: Nucleic Acid Manipulation
Unit 9: Bacterial Transformation
Unit 10: Soil Bacteria Identification Project
Unit 11: Portfolio
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Career & Technical Education
SC48 – Biotechnology I
Unit 12: Bioethics
Unit 13: HOSA
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SC48 – Biotechnology I
Career & Technical Education
Unit 1: Introduction to Biotechnology
Foundational knowledge of biotechnology, using history, implementing Standard Operating Procedures, and
proper record keeping skills are essential for success in the Biotechnology Industry.
Knowledge and Skills
Knowledge:
● Scope of the Biotechnology Industry
● The history of biotechnology
● Understand Industry terminology and acronyms (see attached list)
● Describe Standard Operating Procedures and their components
using industry terminology
● Describe Science Processes and Methodology using industry
terminology
● Understand Legal Scientific Notebook Protocols
● Describe Workplace Collaboration
● Understand legal and ethical implications of an Employee Contract
● Describe the scope AZ BIO / BIO
Skills:
● List key events in the history of biotechnology
● Give examples of different types of biotechnology
● From a scenario, identify variables and components of a controlled
experiment
● Students will describe and apply scientific methodology and
problem solving skills when conducting a scientific inquiry
● Students will use a computer to analyze data and document the
results of a scientific inquiry
● Prepare a formal lab write-up including the following: background,
question and hypothesis, materials and methods, results and
discussion/conclusion
● Set-up and maintain a legal scientific notebook
● Explain how a laboratory notebook is a legal document
● Identify Bioscience activity in Arizona
● Follow and prepare Standard Operating Procedures (SOP) using
industry terminology
Arizona CTE Standards
2.2
Use industry terminology
2.3
Perform tasks according to
protocols of standard operating
procedures
2.6
Set up and maintain a legal
scientific lab notebook
3.0
Demonstrate critical thinking and
scientific problem-solving skills in
scientific inquiry
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Chapter 1.1, 1.2, 1.3, 1.5
Biotechnology I – Xan Simonson, et al
Laboratory 1, 2, 3, 4
5.6
Maintain code of ethics and
organization’s ethical protocols
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
Lab 1a, 1b
9.1
Use hardware/software for scientific
analyses and documentation.
Biology, Miller and Levine
Chapter 1.1, 1.2
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Career & Technical Education
SC48 – Biotechnology I
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SC48 – Biotechnology I
Career & Technical Education
Unit 2: Safety
Application of SDS, Chemical Storage and Labeling, Biosafety Levels, and Safety Protocols ensure a safe
work environment.
Knowledge and Skills
Arizona CTE Standards
Knowledge:
●
Describe components of Safety Data Sheets (SDS), including
biologicals, biohazardous and chemical reagents
● Recall location of SDS binder
● Describe proper chemical storage
● Describe proper chemical clean-up and disposal
● Describe appropriate Personal Protective Equipment (PPE) and its
use
● Describe safety / emergency protocols appropriate to the lab
● Comprehend safety signs and symbols
● Describe the purpose of regulatory agencies
● Recognize the 5 color storage system
● Understand legal implications of a safety acknowledgement
Skills:
● For each chemical used, obtain and extract appropriate information
from a SDS
● Map facility including safety equipment, major laboratory equipment
, safety signs and symbols
● Name and describe laboratory equipment
● Identify appropriate PPE for laboratory procedure
● Identify 5 color system for storage and labeling of chemicals
● Identify appropriate procedures for laboratory waste disposal
● Identify the 4 biosafety levels and identify organism(s) used in each
Resources
Primary Recommended Resources:
1.1
Employ Knowledge of personal
protective equipment (PPE)
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
1.2
Practice emergency protocols
Biotechnology I – Xan Simonson, et al
Laboratory 5
1.3
Apply knowledge of material safety
data sheets (MSDS)
1.7
Identify specific
biological/biohazardous/chemical
materials
1.8
Understand and respond to safety
signs and symbols
1.10
Perform cleanup of
biological/biohazardous/chemical
spills
1.11
Monitor, use, store, and dispose of
materials in compliance with
regulations
2.1
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
Identify compliances of federal,
state, local, and industry regulatory
agencies
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Career & Technical Education
SC48 – Biotechnology I
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SC48 – Biotechnology I
Career & Technical Education
Unit 3: Cells and Model Organisms
Model Organisms are an important tool for studying cellular biology.
Knowledge and Skills
Arizona CTE Standards
8.1
Identify model organisms for
research
Resources
Primary Recommended
Resources:
● Biotechnology, Science for the
New Millennium – Ellyn Daugherty
8.3
Understand the role of the proper
care of living organisms
● Biotechnology I – Xan Simonson,
et al Laboratory 14 and 20
Perform measurements using
temperature scales
● NCBI website:
www.ncbi.nlm.nih.gov
Knowledge:
●
●
Prokaryotic and eukaryotic cell characteristics/functions
Basic structure, function, and detection of macromolecules
(Carbohydrates, Lipids, Nucleic Acids, and Proteins)
● Model organism characteristics with common examples
● The purpose and use of NCBI database
● The structure and function of Amino acids and their role in protein
folding
● Properly use and apply the terminology: monomer, polymer,
indicator, standard, translucence, color metric
● Compare and contrast chromosome characteristics between
prokaryotic and eukaryotic cells.
Skills:
● Conduct tests to identify which of the 4 macromolecules are found
in an egg cell
● Describe ideal characteristics of model organisms
● Explain the value of model organisms in research
● Discuss how the use of model organisms has contributed to
research in molecular biology
● Describe similarities in structure and function between humans and
some common model organisms
16.4
Other Available Resources:
● Biotechnology Laboratory Manual
– Ellyn Daugherty
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SC48 – Biotechnology I
Career & Technical Education
Unit 4: Basic Laboratory Techniques and Equipment
*Equipment uses are assessed throughout the course
Safe and accurate use of laboratory equipment and the development of laboratory skills are essential for
successful biotechnology research.
Knowledge and Skills
Knowledge:
● Students will be able to identify and describe the use of the
following equipment:
o Serological Pipets
o Micropipettes
o Balances (analytical, table top)
o Centrifuges (mini centrifuge, 16K microcentrifuge)
o Thermalcycler
o Laminar flow hood
o Hot plate/ stirrers
o Autoclave
o Incubator
o Heat block
o Water bath
o Glassware
Skills:
● Select and use appropriate glassware
● Identify and explain the use of each piece of laboratory equipment
● Demonstrate proficient use and selection of serological and
micropipettes
● Demonstrate proficient use and selection of centrifuges (balancing
and safety)
● Demonstrate proper use and calibration of balances (this includes
keeping an log or record of such calibration)
Arizona CTE Standards
2.4
Operate lab equipment according to
SOP
Resources
Primary Recommended Resources:
● Biotechnology, Science for the New
Millennium – Ellyn Daugherty
2.5
Calibrate lab equipment according
to SOP
Biotechnology I – Xan Simonson, et al
Laboratory 6 and 15
9.0
Demonstrate basic lab skills in the
use of equipment and
instrumentation
9.3
Identify, select, and use laboratory
glassware
9.4
Identify, select, and use laboratory
balances
9.5
Identify, select, set and use
micropipettes
9.7
Identify, operate and balance
centrifuges
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
Use hot plate/stirrers
9.11
9.19
Maintain control inventory for
materials and supplies
Convert from metric system to the
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SC48 – Biotechnology I
Career & Technical Education
English system
16.3
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SC48 – Biotechnology I
Career & Technical Education
Unit 5: Microbiology
The function and preparation of culture media and the use of aseptic technique is important in the culture
and classification of prokaryotic model organisms.
Knowledge and Skills
Knowledge:
● Recall the controls and functions of: spectrophotometers, pH
meters, and a compound light microscope
● Explain GLP (good laboratory practice) and give examples
● Describe PPE (personal protective equipment) and give examples
● Explain the use of differential and selective media, and cells
staining as a means for speciation
● List several microscopy methods and when they would be
appropriate
● Describe why some bacteria are determined to be Gram positive or
negative
● Describe the mechanism Penicillin uses to kill bacteria and recall its
discovery and origins
● Define: Media, Media, Aseptic technique, Cell culture, Colony
forming unit (CFU), Optical density (OD), Cryoprotectant, Lysis,
Peptidoglycan
Arizona CTE Standards
9.10
Prepare microscopic specimens and
interpret results
9.12
Identify, select, and operate
incubators
Skills:
10.5
8.4
Maintain organisms for optimal
growth
9.8
Describe and operate an autoclave
10.3
10.4
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Biotechnology I – Xan Simonson, et al
Laboratory 6
Use cryogenic techniques
Use microscopes
Perform cytological tests, i.e.
sectioning and staining
Other Available Resources:
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SC48 – Biotechnology I
Career & Technical Education
●
●
●
●
●
●
●
●
●
Inoculate and grow bacteria to optimum density for long term
preservation
Use a spectrophotometer to monitor culture growth
Develop and maintain a culture log
Determine the number of colony forming units present in cultures
Prepare stock samples for long term storage
Demonstrate proper use and care, and identify the function of each
part of a compound microscope
Demonstrate proper technique to prepare wet mount slides and use
prepared slides
Demonstrate proper technique with the oil immersion lens
Properly use Gram staining methods to classify bacterial cells
11.1
11.3
11.4
Maintain workshop and equipment
hygiene
Biotechnology Laboratory Manual –
Ellyn Daugherty
Identify and quantify microorganisms
and cells
Isolate, maintain and store pure
cultures
Harvest cells
11.6
11.9
Decontaminate and dispose of
equipment, glassware, and biological
material
Identify types of media
13.1
Identify uses of media
13.2
Prepare and store media
13.3
Unit 6: Solutions
Solution preparation techniques including %mass/volume and molarity are vital to good laboratory
practice (GLP) in the biotechnology industry.
Knowledge and Skills
Knowledge:
Arizona CTE Standards
Resources
Primary Recommended Resources:
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SC48 – Biotechnology I
Career & Technical Education
●
Recall and appropriately apply the Mass/Volume equation to
solution making
● Recall and appropriately apply the % Mass/Volume equation to
solution making
● Recall appropriate equations and prepare Dilutions
● Recall and appropriately apply the Molarity equation to solution
making, including calculating atomic mass from a give periodic
table of elements
● Prepare Cell Culture Media for prokaryotic cells
● Apply BTV (bring to volume) when preparing solutions from scratch
and be able to describe the importance of this procedure orally and
in writing
● Be able to define Concentration and its importance in terms of
molecular interactions
● Apply Percent (%) equations appropriately to solution making
● Give examples of Qualitative Data describe why it is important
● Give examples of Quantitative Data and describe why it is
important
● Define Solution
● Define Solute
● Define Solvent
Define Sterile and describe its importance
Skills
● Use, label, and store chemicals properly and according to SDS
● Prepare simple solutions (mass/volume, % mass/volume, Dilutions,
Molarity)
● Prepare complex solutions that require pH testing and/or
sterilization
● Prepare liquid and solid media for the culture of prokaryotic cells
● Pour agar plate for use in prokaryotic cell culture
● Use a visible light spectrophotometer to collect quantitative data
● Create a standard curve
9.2
Use scientific calculator to perform
calculations
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
9.6
Identify select, calibrate, and use
spectrophotometers
Biotechnology I – Xan Simonson, et al
Laboratory 16
11.2
Prepare, sterilize, and dispense
media*(assessed in Unit 5),
buffers*(assessed in Unit 7),
solutions, etc.
16.1
Perform calculations and Solve
problems using arithmetic and
algebra math skills
16.2
Perform basic mathematical
calculations using scientific and
engineering notations
16.6
Construct, interpret graphs, and
apply graphs
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
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SC48 – Biotechnology I
Career & Technical Education
Unit 7: Acids, Bases, and Buffers
The understanding of acids, bases, and buffers is essential to the study and manipulation of DNA and
proteins.
Knowledge and Skills
Knowledge:
● Identify the components of Biological Buffers
● Recall common Buffers for Lab Use
● Define Acids
● Identify hazards associated with working with acids
and describe ways to minimize them
● Define Bases
● Identify hazards associated with working with bases
and describe ways to minimize them
● Define Hydroxide and Hydronium ion
● Apply the pH scale and describe how color metric and
electrical tests can determine pH
● Define Anode, Cathode, and Current, Milliamps,
Potential, and Volt and explain their relationship to
electrophoresis
● Define Electrolysis and describe what happens to water
molecules during electrolysis
Skills:
● Identify the purpose of a buffer
● Measure pH using colormetric and/or electric means
● Demonstrate understanding of buffers using an electrolysis
reaction using an electrophoresis chamber
● Use horizontal electrophoresis chambers to measure potential in
various salt solutions
Arizona CTE Standards
9.14
Use a pH meter
11.2
11.2 Prepare, sterilize, and
dispense media*(assessed in Unit
5), buffers
9.4
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Biotechnology I – Xan Simonson, et al
Laboratory 19
Explain the acid base
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
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SC48 – Biotechnology I
Career & Technical Education
Unit 8: Nucleic Acids and Advanced Equipment
An in depth knowledge of DNA and protein synthesis is essential to the quantification and manipulation of
DNA using restriction enzymes, electrophoresis, and polymerase chain reaction.
Knowledge and Skills
Knowledge:
● Recall the components of, then explain the process of:
Electrophoresis (as a means of molecule separation and as
specifically applied to common procedures involving DNA)
● Draw a simplified structure of DNA and relate it’s structure to
DNA’s roll in the cell
● Recall the steps of DNA Replication, Transcription, Translation,
and PCR (Polymerase Chain Reaction), (students should
identify enzymes such as ligase, polymerase, topoisomerase,
etc, and briefly explain their function in vivo and in vitro)
● Describe the use, origin, and nomenclature of Restriction
Enzymes
● Define: Template strand, DNase, Precipitate, Protease,
Lyophilized, Viscosity, Resolving Power, Recognition Sequence,
Blunt ends, sticky ends, Bacteriophages, Primer, polymerase,
dNTP, Oligonucleotide, Cofactor
● Describe the action of nucleic acid stains such as: Ethidium
Bromide, SYBRSafe, and EZ Vision 3
● Describe the use of DNA Ladder (aka Marker) in determining
the size of unknown DNA sequences
● Explain how restriction analysis is fundamental to recombinant
DNA technology
Skills:
● Compare and contrast the physical appearance of DNA and the
process of extracting it from several organisms (spooling of DNA
should be included in this exploration)
● Explain the function of each reagent of the extraction process
● Determine the amount of DNA yielded by extraction (this should
include (but is not limited to) UV spectrophotometry)
● Prepare agarose gels and buffers for electrophoresis
Arizona CTE Standards
9.13
Identify, select, and operate water
baths
9.15
Perform electrophoresis
9.16
Operate a PCR thermal cycler
15.1
Detect specific nucleic acid
sequences
15.3
Perform restriction digests
15.4
Perform gel electrophoresis
15.5
Label nucleic acids
PCR procedures
9.13Perform
1
5
.
7
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Biotechnology I – Xan Simonson, et al
Laboratory 21, 22, 23, 24, 25
(computer simulation), 26 32
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
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SC48 – Biotechnology I
Career & Technical Education
●
●
●
●
●
●
Describe the applications for agarose gels and electrophoresis
Observe how DNA size affects separation in electrophoresis
Describe how restriction enzymes can be used to identify DNA
samples
Demonstrate restriction mapping
Separate and sort a large groups of DNA molecules by size
using gel electrophoresis and determine their size
Create a standard curve from a DNA ladder
Unit 9: Bacterial Transformation
Students will transform bacterial cells, purify plasmids from transformed cells, and purify a protein product from
transformed cells.
Knowledge and Skills
Knowledge:
● Define and appropriately use industry terminology related to
transformation and protein purification, including: Clone, Gene,
Gene of interest (GOI), Genetic engineering, Genetic
transformation, Transformation efficiency, Alkaline lysis,
Chelator, Conjugation, EDTA, Elution, Multiple cloning site
(MCS), Neutralization, Origin of replication, Plasmid, RNase,
Selective media, Supernatant, Transformation,
Chromatography, Ion-exchange, Lysozyme, Purification,
Ampicillin, Arabinose, Beta-lactamase
● Explain the process of transformation including, but not limited
to heat shock (electroporation is an optional method)
● Explain the process of protein harvesting including but not
limited to ion exchange and size exclusion chromatography
● Explain the origin of pGloTM and Rainbow Protein plasmids and
how they have been modified for commercial use
Skills:
● Make E. coli cells competent to take up the plasmid DNA
● Transform E. coli with either pGloTM or Rainbow Proteins
● Run controls to demonstrate that E. coli cells are not killed in the
transformation process
● Based on experimental controls, analyze your results
● Explain the process of bacterial transformation and the purpose
of each reagent
Arizona CTE Standards
9.17
Perform basic separation
techniques
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
9.18
Operate chromatography
equipment
Biotechnology I – Xan Simonson, et al
Laboratory 30, 31, 34
11.7
Transform hosts
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
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Career & Technical Education
●
●
●
●
SC48 – Biotechnology I
Explain gene cloning
Explain recombinant DNA and its importance in molecular
research / medicine
Isolate plasmid DNA from a bacterial culture
Harvest protein of interest from transformed cell lines, and purify
the protein lysate either ion exchange or size exclusion
chromatography (Polyacrylamide Gel Electrophoresis can
optionally be introduced at this time.)
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SC48 – Biotechnology I
Career & Technical Education
Unit 10: Soil Bacterial Identification Project
The isolation and identification of an unknown prokaryotic organism from soil or water requires application
of GLP and following SOP in all skills and concepts taught throughout this course.
Knowledge and Skills
Knowledge:
● Students will review all of the procedures and their components
previously learned in the year while speciating unknown soil
bacterial. These procedures include: DNA isolation, PCR,
Electrophoresis gel purification, gel imaging, DNA sequencing
reactions,
● To understand these procedures, students need to be able to
use apply the following terminology: 16s rRNA, Proteome,
Amplicon, Genomic DNA (gDNA—and how it is treated
differently from primer DNA, Genomics, Sequencing Primers,
ribosomes (previously students have been focusing on the
function of ribosomes, here students will need a more indepth
understanding of the structure of ribosomes.
● Recall the history of and procedure to use NCBI (as a tool for
speciation), Bioinformatics, BLAST, Genome, Human genome
project, , ,
Skills:
● Define and demonstrate bioinformatics techniques and its uses
in biotechnology
● Participate in a multiple protocol (complex) authentic research
project
● Isolate DNA from agarose gels
● Prepare DNA for sequencing
● Analyze DNA sequence and identify the source of the DNA
using BLAST (identify bacterial species)
● Create a formal lab report based on results
Arizona CTE Standards
17.2
Design and conduct original
research in chosen career field
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Students will review ALL skills
acquired throughout the course.
Biotechnology I – Xan Simonson, et al
Laboratory 37 and 39
Other Available Resources:
Biotechnology Laboratory Manual –
Ellyn Daugherty
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SC48 – Biotechnology I
Career & Technical Education
Unit 11: Portfolio
*Taught and assessed throughout the course
A professional portfolio is essential to understanding the biotechnology industry and employment therein. This
portfolio includes a biotechnology resume and cover letter, completed and approved Education and Career Action
Plan, and a biotechnology stock project.
Knowledge and Skills
Knowledge:
● Resume
● Skills check lists
● Laboratory Write-ups (Students need to recall the parts and
conventions of laboratory write-ups, as well as deomonstrate
proficiency in producing Laboratory Write-ups by collecting their
examples of their best work to include in their portfolio.
● Students must demonstrate an awareness of the current status
of the biotechnology industry and sectors. This can include year
long or semester long stock projects, following biotechnology
companies.
Skills:
● Prepare a resume
● Develop a list of skills learned in Biotechnology I course that will
be relevant to a future career in Biotechnology.
● Investigate Biotechnology companies by tracking stock prices
● Present your company profile to the class
Arizona CTE Standards
17.1
Develop a personalized
professional portfolio that
substantiates growth in chosen
career field
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Kuder Navigator
www.azbio.org
www.bio.org
Other Available Resources:
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SC48 – Biotechnology I
Career & Technical Education
Unit 12: Bioethics
*Taught and assessed throughout the course
Analyzing valid, reliable sources of information about bioethical concerns both current and historical is essential
for developing a scientifically literate society and informed electorate.
Knowledge and Skills
Knowledge:
● Students will define Ethics and explain it’s role in society and
personal decision making
● Students will recall examples of current and historical Bioethical
debates
● Students will define Gene therapy and why it is involved in
bioethical discussions
● Students will define Genetically Modified Organisms (GMO) and
explain why GMOs are involved in bioethical debates
● Students will define Informed consent as it pertains to bioethics
and explain why it is a matter of legal dispute today
● Students will define a Stem cell, explain how it is used in
medical research, and explain why it is a bioethical debate
● Students will explain where common Cell lines come from, as
well as why some are considered bioethical concerns (students
should be familiar with HeLa, CHO, and 3T3)
● Student will define Clone, and explain the various ways clones
are used in science research as well as the possible bioethical
concerns regarding using clones in agriculture and medicine
● Students will explain the pros and cons of genetic testing as it
applies to privacy concerns
Skills:
● Debate pros and cons of various bioethical issues
● Research genetic testing (mandatory newborn testing, personal
genetics testing) and determine ethical uses of resulting
information
● Explain the importance of informed consent (case studies may
include the Havasupai and/or HeLa cell cases)
● Test food for the presence of genetically modified DNA, using
Arizona CTE Standards
5.4
Examine the pros and cons of
bioethical issues
Resources
Primary Recommended Resources:
Biotechnology, Science for the New
Millennium – Ellyn Daugherty
Biotechnology II – Xan Simonson, et al
Laboratory 2
Case Studies in Bioethics – Ronnee
Yashon
Other Available Resources:
Last updated on: 10/17/2014 3:40 PM
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Career & Technical Education
SC48 – Biotechnology I
PCR
Last updated on: 10/17/2014 3:40 PM
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SC48 – Biotechnology I
Career & Technical Education
Unit 13: HOSA: Future Health Professionals
*Taught and assessed throughout the course
HOSA: Future Health Professionals is a Career and Technical Student Organization. Participation in a CTSO
allows students to successfully enter the biotechnology or healthcare workforce.
Knowledge and Skills
Knowledge:
● Students will recall HOSA’s history as a career and student
organization
● Students will participate in leadership development as it relates
to HOSA calendar planning and competition preparation
● Students will be given the opportunity to compete in HOSA
Events, and participate in HOSA career exploration
● Students will explain the HOSA logo
Skills:
● Students will become proficient in protocols associated with the
HOSA Biotechnology completion including wet-mount slide
preparation, Gram staining, and prokaryotic culturing
Arizona CTE Standards
Resources
Primary Recommended Resources:
www.hosa.org – advisor services
www.azhosa.org – resources
Other Available Resources:
Last updated on: 10/17/2014 3:40 PM
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