Proposed Course Title: Biotechnology
Standard 1: Apply the processes of scientific investigation and
design, safely conduct, communicate about and evaluate such
investigations.
ESSENTIAL QUESTIONS and LEARNING RESULTS
1.1 What types of questions and hypotheses can be investigated by science?
Ask questions and state hypotheses using prior scientific knowledge to help design and guide
development and implementation of a scientific investigation. (1.1)
Performance Indicators:
a) Develop scientific questions. (1.1.a)
b) Develop testable hypotheses. (1.1.a)
c) Make predictions based on hypotheses.
d) Describe different methods used to investigate scientific questions (e.g., controlled experiments,
collecting specimens, constructing models, researching scientific literature, etc.) (1.1.b)
1.2 What elements of design are critical in conducting a scientific investigation?
Design and conduct scientific investigations.
Performance Indicators:
a) Create and defend a written plan of action for a controlled experiment. (1.1.a)
b) Identify the independent and dependent variables in a scientific investigation (1.1.a)
c) Keep all conditions other than the independent variable constant (1.1.a)
d) Select and use the appropriate observation or measurement technique (1.1.a)
e) Select and use appropriate technologies and equipment to gather, process, and analyze data. (1.2)
f) Describe how different types of technologies and equipment are used in scientific investigations
(1.2.b)
1.3 How can we ensure that scientific investigations are both safe and consistent with standard
scientific practice?
Appropriately select and safely use tools (including laboratory materials, equipment, technology, and
electronic resources) to conduct scientific investigations.
Performance Indicators:
a) Demonstrate how to conduct laboratory investigations safely (e.g., knowing the hazards and
precautions needed when working with chemicals and hazardous materials and disposal of
hazardous materials)
b) Use personal protection equipment, such as safety goggles, when appropriate
c) Know the location and procedure for using safety equipment such as fire extinguishers,
eyewashes, safety showers, etc.
d) Use a calculator to derive quantities such as density.
e) Measure accurately using common SI units (meter, gram, liter) (1.2.a)
f) Demonstrate the proper care of science equipment and laboratory facilities.
1.4 How do we know whether scientific data are accurate?
Identify major sources of error or uncertainty within an investigation (e.g., particular measuring
devices and experimental procedures). (1.3)
Performance Indicators:
a) Identify when error has been introduced into a scientific investigation because certain variables are
not controlled or more than one variable is changed. (1.3.a)
b) Describe ways of keeping errors out of a scientific investigation, such as changing only one
variable while holding all other conditions constant or having the same person take measurements
each time. (1.3.b)
c) Describe ways of keeping errors out of a scientific investigation (e.g., know only one variable can
be changed, have the same person read measurements, record all data and observations because
they may be needed to clarify unexpected results, etc.) (1.3.c)
d) Interpret the variability and error in data using common measures such as mean and standard
deviation.
1.5 How do we know whether the conclusions of a scientific investigation are valid?
Communicate and evaluate scientific thinking that leads to particular conclusions. (1.6)
Performance Indicators:
a) Summarize data effectively using graphs and tables (1.2.c)
b) Identify and use evidence to support a particular conclusion (1.6.a)
c) Write a conclusion that links the question being investigated to the evidence collected during
the investigation
d) Identify and explain whether or not a conclusion is aligned with the testable question and the
scientific investigation that was conducted. (1.6.b)
e) Explain how conclusions and models from previous scientific investigations need to be
revised based on new evidence. (1.5.a)
f) Explain the effect of sample size on the reliability of the conclusions from an investigation.
1.6 Is there always only one answer in science?
Recognize and analyze alternative explanations (hypotheses) and models. (1.4)
Performance Indicators:
a) Describe and explain that alternative models can be used to investigate the same testable
question (1.4.a)
b) Describe and analyze other reasonable explanations, using the same independent and
dependent variable, for the resulting data or observations from an investigation. (1.4.b)
Standard 3: Students know and understand the characteristics and
structure of living things, the processes of life, and how living things
interact with each other and their environment.
ESSENTIAL QUESTIONS and LEARNING RESULTS
3.1. What is Biotechnology? What careers are there in the field of Biotechnology?
Performance Indicators:
a) Define biotechnology and identify various applications of biotechnology (ex., agricultural,
food processing, alternative energies, genomics and proteonomics)
b) Identify career paths in biotechnology
3.2 How do cells and various organisms replicate and pass on genetic information? How do cells
have different structures and perform highly specialized functions? When a cell goes awry, what
applications are there in biotechnology to study and find possible cures?
Understand, describe, and demonstrate that living things are diverse, but all living things share
common physical, genetic, and molecular characteristics, all of which are evidence of common
ancestry. (3.14)
Describe the structure and function of cells, explain how new cells are made, and describe that cells
differentiate to perform specific functions.
Performance Indicators:
a) Identify the composition of biological molecules, carbohydrates, lipids, proteins, and nucleic
acid, and their roles in living organisms. (3.3.a)
b) Describe the function of macromolecules focusing on DNA, RNA and proteins. (3.3.b)
c) Understand the three main components of the Cell Theory (the cell is the fundamental unit of
structure and function in all living organisms, all living things are composed of one or more
cells, all cells come from pre-existing cells via cell division).
d) Describe the processes of mitotic cell division and how they relate to the cell cycle. (3.10.a)
e) Describe how a virus (lytic v. lysogenic) and a bacterium replicate (binary fission)
f) Relate cell replication and genetic mutations to disease and evolution.
g) Explain how DNA is packaged
h) Describe how cancer relates to the process of cell division
i) Explain that cells differentiate to perform specific functions (ex., stem cells, neurons, muscle
cells) and how this is related to DNA expression
j) Describe general characteristics of microbes
k) Demonstrate how to use the sterile technique to select for a population of bacteria
l) Define tissue culturing and demonstrate how to culture plant tissue
3.3 How is information passed from one generation to the next so that offspring resemble their
parents but are not exactly the same as their parents? How are organism “transformed” to possess
characteristics not naturally found within the species.
Describe and demonstrate that DNA codes for proteins and is the molecular basis for the transfer of
biological characteristics from one generation to the next.
Performance Indicators:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
Describe the basic structure of DNA and the relationship among DNA, chromosomes, plasmids
and genes (3.11.a).
Describe how restriction enzymes function
Describe the function of DNA in heredity (3.11.b).
Describe the basic flow of information from DNA to protein through RNA
Compare and contrast the processes of mitosis, meiosis and binary fission. (3.10.a)
Explain the significance of DNA replication (3.12.a)
Explain the significance of mutation and its relationship to genetic diversity and the evolution of
populations (3.12.b)
Using Mendel’s Laws and monohybrid Punnett squares, calculate the probability that an
individual will inherit particular traits
Demonstrate how to use recombinant DNA to produce a transgenic organism
Demonstrate how to map genes to a particular chromosome
Describe how PCR and gel electrophoresis are used in genomics
Explain the process of DNA Sequencing (ex., Sanger and Automated methods) and its
applications
Describe microarray technology and its applications
Demonstrate how Forensic techniques (ex., DNA fingerprinting, serology, fiber analysis,
toxicology, forensic entomology, bullet trajectory analysis, hair analysis, handwriting analysis,
and fingerprinting analysis) can help identify criminals, GMOs, poaching of endangered
organisms, MIAs, immigration issues, evolutionary relationships, etc…
Describe biotechnology applications to business (medical (ex. gene therapy), pharmaceutical (ex.
creation of novel drugs) and agriculture (ex. production of resistant plants))
Understand how the introduction of biotechnology has affected or could affect humans and other
organisms, and understand how human attitudes and values have impacted the development and
introduction of new biotechnology. (ELR Bio5.1)
3.5 How can bioinformatics help us understand disease and evolutionary relationships?
Students should understand and describe that how bioinformatics can be used to understand disease
and evolutionary relationships.
Performance Indicators:
a) Describe how DNA serves as the vehicle for genetic continuity and the source of genetic diversity
upon which natural selection can act.
b) Demonstrate how differences in DNA and proteins can be seen as differences in bands/molecular
weights in electrophoresis gels or western blots
c) Demonstrate how comparative protein analysis is useful in determining evolutionary relationships
(ex., use NCBI to compare sequences)
d) Define bioinformatics and give examples of its uses
e) Apply bioinformatics to disease research and pharmaceuticals (ex., drug and vaccine creation)
3.7 How can we provide a sustainable future regarding food and energy? How are GMOs, organic
and non-organic foods different?
Demonstrate understanding of the complex interactions among organisms and their environments
and the implications of these interactions for biodiversity.
Performance Indicators:
a) Contrast GMOs, organic and non-organic organisms
b) Identify pros and cons of GMOs in the food industry
c) Describe changes to biodiversity that could result from human actions (specifically over farming,
GMOs and over use of non-renewable energies/materials) in an ecosystem (3.6.c)
d) Describe the relationship between biodiversity and ecosystem stability and resiliency
e) Describe global climate and what the concerns are regarding global warming
f)
g)
h)
i)
Describe alternative energies (ex., solar, wind, and biomass)
Explain how biomass can be used to create a source of energy to power a light bulb, for example
Compare and contrast bioremediation and biodegradation
Describe how the use of biotechnology can help solve global food, climate and energy issues
Standard 5: Understand that the nature of science involves a
particular way of building knowledge and making meaning of the
natural world.
ESSENTIAL QUESTIONS and LEARNING RESULTS
5.1 How have science and technology affected the quality of life?
Understand interrelationships among science, technology, and human activity and how they can
affect the world. (5.6)
Performance Indicators:
a) Analyze the effects of technology and human activity on the natural world.
b) Explain the relationship between advances in technology and the progression of scientific
knowledge, including shifts in scientific paradigms. (5.6.a)
c) Analyze benefits, limitations, and consequences involved in using technology and consuming
resources (e.g., gene therapy, cloning, genetically modified organisms, alternative energy
sources).
d) Analyze how the introduction of a new technology has affected or could affect human activity
(e.g., applications of biotechnology and bioethics).
e) Give an example of the interrelationships between science and technology (e.g., electron
microscopes revealed structure of viruses and cellular organelles, transformation techniques
opened up a new avenue for pharmaceuticals and disease research)
f) Apply biotechnology to career pathways
5.2 What is the difference between a scientific hypothesis, theory, and law?
Explain the relationship between hypotheses, theories and laws. (5.7)
Performance Indicators:
a) Identify examples of scientific hypotheses, scientific theories, and scientific laws. (5.7.a)
b) Describe what distinguishes a scientific theory from a scientific law. (5.7.b)
c) Describe what distinguishes a scientific hypothesis from a scientific theory. (5.7.c)
5.3 What makes science different from other disciplines such as philosophy, mathematics, or the
humanities?
Understand that science involves a particular way of knowing and understand common themes
among scientific disciplines.
Performance Indicators:
a) Identify the key factors that distinguish science from other disciplines, such as the use of
empirical evidence, controlled experiments, logical arguments, peer review and skepticism.
b) Identify the strengths in published or presented scientific information (e.g., Are the results
logical and supported by evidence? Was bias introduced? Was data shared and reviewed by
peers? Were previous investigations on the same subject reviewed? Were there flaws in the
research study?) (5.1.a)
c) Identify and describe cause and effect relationships (5.4.a)
d) Explain reasons why scientific knowledge changes over time (5.5.a)
e) Identify examples of when new scientific evidence has dramatically changed previously
accepted views in certain scientific fields. (5.5.b)
f) Identify that peer review is critical to the scientific process because it exposes a scientist’s
ideas to criticism by others, who may identify flaws in experimental design or logic. (5.2.a)