CURRICULUM GUIDE
[Biology 12-22]
[SC3BO3]
BIOLOGY 12-22
SC3B03
Length: 2 semesters
Credit: 2 credits
Open to Grades: 9-12
Grade Weight: III
Prerequisite: Freshmen with
grade level reading skills and
concurrent enrollment in
Algebra 12-22 or higher
This is a laboratory course which introduces the students to the study of
living things. The course stresses the nature of life processes of organisms
in their environment. All levels of biological organization are examined –
from molecules and cells to populations and biomes. During a typical unit,
students have involvement in a wide variety of activities including reading,
writing, design and drawing activities, discussions and note taking, projects
and group work as well as laboratory work. Laboratory investigations are
based on guided inquiry and are intended to provide the student with an
understandable and experiential view of the nature of science. Homework
and in-class assignments are frequently given.
District 219
Niles Township High Schools
Niles North and Niles West
Skokie, Illinois
Chris Barnett, Amy Goldberg, Lisa McKenna, Cameron Slife
Lois Wisniewski
Director of Science
August 2008
Table of Contents
Department Structure...........................................................................................................................[p. 3]
Instructional Materials ..........................................................................................................................[p. 4]
Agreed Upon Elements........................................................................................................................[p. 5]
Timeline of Units of Instruction with Student Learning Objectives Coded to State Goals and/or Benchmarks
......................................................................................................................................................[p. 6-14]
Summative Assessment Description........................................................................................... …….[p. 15]
SCIENCE PROGRAM SEQUENCES
Pathways illustrate typical movement within a sequence of courses; however,
adjustments in sequence can be made to accommodate individual needs.
Grade Weight Level is indicated in parentheses.
Freshman Year
Sophomore Year
Junior Year
Physical Science
13-23 (II)
Biology 13-23
(II)
Science Topics
13-23 (II)
Senior Year
Science Research
Topics (III)
Anatomy &
Physiology (III)
ILS 12-22
(III)
Biology 12-22
(III)
Chemistry 10-20
(III)
Physics 10-20
(III)
Anatomy &
Physiology (IV)
Biology 12-22
(III)
Chemistry 12-22
(IV)
Physics 12-22
(IV)
Topics in Astronomy
and Modern Physics
(IV)
AP Science
Course (V)
Biology 11-21
(IV)
Biology 11-21
(IV)
Chemistry 11-21
(V)
Physics 11-21
(V)
AP Science
Course (V)
and
and
and
Student Inquiry
and Research (V)
Student Inquiry
and Research (V)
Student Inquiry
and Research (V)
Chemistry 11-21
(V)
Physics 11-21
(V)
AP Physics
(V)
and
and
and
AP Environmental
Science (V)
AP Biology
(V)
AP Chemistry
(V)
Instructional Materials
Teacher’s Edition and Teaching Resources
Campbell, Neil A., Brad Williamson, and Robin J. Heyden. Biology: Exploring Life. Upper Saddle River: Prentice Hall,
2006. ISBN 0-13-250883-4
Teacher Online Access Pack. Biology: Exploring Life. Upper Saddle River. Prentice Hall.
ISBN 0-13-190409-4
TeacherExpress 2 CD_ROM Set. Biology: Exploring Life. Upper Saddle River. Prentice Hall.
ISBN 0-13-250884-2
Guided Reading and Study Workbook. Biology: Exploring Life. Upper Saddle River. Prentice Hall.
ISBN 0-13-115063-4
Guided Reading and Study Workbook Answer Key. Biology: Exploring Life. Upper Saddle River. Prentice Hall. ISBN 013-115078-2
Learning Log for Online Activities. Biology: Exploring Life. Upper Saddle River. Prentice Hall.
ISBN 0-13-115065-0
Sweeney, Diane and Brad Williamson. Laboratory Manual Teacher’s Edition. Biology: Exploring Life. Upper Saddle
River. Prentice Hall. ISBN 0-13-064267-3
Sweeney, Diane and Brad Williamson. Laboratory Manual Student Edition. Biology: Exploring Life. Upper Saddle
River. Prentice Hall. ISBN 0-13-064266-5
Computer Test Bank with ExamView® CD_ROM. Biology: Exploring Life. Upper Saddle River. Prentice Hall. ISBN 013-115061-8
Color Transparencies. Biology: Exploring Life. Upper Saddle River. Prentice Hall.
ISBN 0-13-115053-7
Student Edition (Includes Web Access/Online Activites CD-ROM)
Campbell, Neil A., Brad Williamson, and Robin J. Heyden. Biology: Exploring Life. Upper Saddle River: Prentice Hall
(School Division), 2006. ISBN 0-13-250925-3
Agreed-Upon Elements
Technology expectations - Students will be expected to display mastery of various pieces of laboratory equipment such as
a dissection microscope and a compound light microscope. Students will also be expected to use technology to conduct
research, create lab reports and other class assignments, and also for projects and presentations. Students will be
expected to utilize programs such as MS Word, MS Powerpoint, MS Excel and possibly Dreamweaver and iMovie to
complete class assignments and projects. Students may also have the opportunity to use additional biological tools such
as digital microscopes and gel electrophoresis. Students will also be expected to responsibly and effectively use the
internet for research as well as class assignments such as webquests.
Types of assessments – Students will be assessed throughout the course using a variety of both formative and summative
assessments.
Types of homework assignments – Students will receive homework roughly three to four days per week. Homework
assignments may consist of a variety of assignments including textbook reading, note-taking, creating concept
maps/Thinking Maps, lab reports, analysis questions, and various worksheets designed to review/re-teach concepts
covered in class.
Research, writing, or reading expectations – Students will be expected to utilize a variety of digital and traditional media to
research topics for class assignments and projects. They will be expected to convert this information into a cohesive and
informative product. Students will also be expected to display grade-level reading abilities and dissect a textbook to
actively read with a set purpose in mind. Various reading strategies will be implemented throughout the year as
appropriate.
Number and types of labs – Each unit of instruction contains multiple traditional experiments meant to reinforce student
understanding of concepts previously discussed in class. Almost every unit also contains an inquiry-based non-traditional
experiment in which students are introduced to a phenomenon related to the current unit and are then asked to design
their own experiment to determine the effects of any changes that they make. It is suggested that students complete one
formal lab report each semester.
Types of instructional strategies – Instructional strategies include traditional lecture with teacher-led and student-led
discussion. There are also many opportunities for students to work cooperatively to complete in-class assignments,
traditional interactive experiments, and inquiry-based experiments. There are also opportunities for student-led instruction
while the teacher acts as a facilitator/assistant.
Expectations for use of equipment – Students will be expected to demonstrate proper laboratory behavior to promote a
positive and safe learning environment. They will be expected to treat all materials with proper care before, during, and
after an experiment. Students should be able to locate an object under a microscope using both low (10X) and medium
(43X) magnification.
Group work expectations – Students will work together both in assigned groups and groups of their choice. While in
groups, students are expected to encourage participation from all group members and respect the efforts and opinions of
all involved. All students are expected to contribute equally to their collective efforts of their group. An emphasis will be
placed on positive social interaction.
Biology 12-22 Progression of Units of Instruction
with Student Learning Objectives and State Goals
Semester 1
Unit Title, Description and
Approximate Length
Unit 1
Biological Inquiry
How would you use
science to answer a
question?
Scientific inquiry involves
“asking questions, planning
and conducting investigations,
using appropriate tools and
techniques to gather data,
thinking critically and logically
about the relationships
between evidence and
explanations, constructing and
analyzing alternative
explanations, and
communicating scientific
arguments” (NRC, 1996, p.
105).
3 – 4 Weeks
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Suggested Activities, Investigations, Readings
and Videos
Illinois State
Goals, Standards
and Benchmarks
1. Identify questions and concepts that guide
scientific investigations.
2. Design and conduct scientific investigations.
Shields, Martin. "Inquiry Cubes." Biology Inquiries. San
Francisco, CA: Jossey-Bass, 2006. 18-24.
3. Use technology and mathematics to improve
investigations and communications.
4. Formulate and revise scientific explanations
and models using logic and evidence.
5. Recognize and analyze alternative
explanations and models.
6. Communicate and defend a scientific
argument.
7. Distinguish between living and nonliving
things.
Chapters:
2
3
Shields, Martin. "Termite Trails Mystery." Biology Inquiries.
San Francisco, CA: Jossey-Bass, 2006. 228-233.
Shields, Martin. "Investigating Plant Growth." Biology Inquiries.
San Francisco, CA: Jossey-Bass, 2006. 45-49.
Shields, Martin. "Scientific Inquiry Assessment." Biology
Inquiries. San Francisco, CA: Jossey-Bass, 2006. 50-53.
11.A.4a-d, f
12.B.4a
13.A.4b-c
Unit Title, Description and
Approximate Length
Unit 2
Energy Flow in
Ecosystems
How is energy obtained
and used in the process
of photosynthesis and
cellular respiration in
order to sustain life for all
living organisms?
The process of photosynthesis
provides a vital connection
between the sun and the
energy needs of living systems.
Through the process of
photosynthesis, light energy is
captured in the cells of the
producer in order to create
glucose. Through the process
of cellular respiration, both
producers and consumers
break down their food source in
order to release energy. ATP
is the main energy supply used
by both plants and animals.
3 – 4 weeks
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Suggested Activities, Investigations, Readings
and Videos
Illinois State
Goals, Standards
and Benchmarks
8. Describe structure/purpose of ATP.
Sweeney, Diane, and Brad Williamson. “Investigating Lab 7:
Food as Fuel”. Laboratory Manual for Biology: Exploring
Life. Upper Saddle River, New Jersey: Pearson Prentice
Hall. 69-74.
9. Explain how cellular respiration harvests the
energy in food.
10. Explain how photosynthesis converts light
energy into chemical energy.
11. Compare and contrast aerobic and anaerobic
respiration.
12. Explain the interdependence of photosynthesis
and cellular respiration.
13. Compare and contrast how autotrophs
(producers) and heterotrophs (consumers)
obtain food.
14. Describe the levels of organization that
ecologists study.
15. Recognize that abiotic factors determine the
biotic components of each ecosystem.
16. Explain how trophic levels relate to food
chains and food webs.
Sweeney, Diane, and Brad Williamson. “Investigative Lab 7A:
Fermentation Sensation. Laboratory Manual for Biology:
Exploring Life. Upper Saddle River, New Jersey:
Pearson Prentice Hall. 75-82.
Chapters:
7
8
Sections:
34.1
36.1
36.2
Sweeney, Diane, and Brad Williamson. “Investigating Lab 8:
Photo Finish”. Laboratory Manual for Biology: Exploring
Life. Upper Saddle River, New Jersey: Pearson Prentice
Hall. 83-88.
Sweeney, Diane, and Brad Williamson. “Investigating Lab 8A:
Leaf Prints. Laboratory Manual for Biology: Exploring
Life. Upper Saddle River, New Jersey: Pearson Prentice
Hall. 89-94.
Holt, Rinehart, and Winston. “Lab B4: Plant and Animal
Interrelationships”: BioSources: Inquiry Skills
Development: Austin, TX. 13-16.
Llewellyn, Douglas. “Teaching Biology Through Inquiry:
Investigating Yeast”: Teaching High School Science
Through Inquiry. Thousand Oaks, CA: Corwin Press, ,
2005. 129-144.
12.A.5a
12.A.4b
12.C.5a
Unit Title, Description and
Approximate Length
Learning Objectives
(Skills and Understandings)
Textbook
Reference
Suggested Activities, Investigations, Readings
and Videos
Illinois State
Goals, Standards
and Benchmarks
Cell Size Lab.
“Diffusion in a Bag” lab. Adapted from: AB Biology Lab I.
McCurdy, Marlys. “String Cells.”
http://www.accessexcellence.org/AE/AEC/AEF/1995/mc
curdy_string.html
Unit 3
Cells
How are the structures
and functions of cells
related to the structures
and functions of living
things?
“Observing Osmosis.” Laboratory Manual A. Prentice Hall
Biology. Upper Saddle River, New Jersey: Prentice Hall.
2002. 85-90 (egg lab).
17. Distinguish between prokaryotic and
eukaryotic cells.
“Online Onion Root Tips.” Cell Biology. The Biology Project.
http://www.biology.arizona.edu/Cell_bio/activities/cell_c
ycle/cell_cycle.html
18. Compare and contrast plant and animal cells.
Resler, Amy and Audra Rasmussen. Cell City.
http://www.msdwt.k12.in.us/WebQuests/RasQuest/Cell
_City.html
19. Identify the functions of main organelles
common to most cells.
“Cells have particular
structures that underlie their
function…[which] are
regulated…both through
changes in the activity of the
functions performed by proteins
and through the selective
expression of individual genes.
Regulation allows cells to
respond to their environment
and to control and coordinate
cell growth and division” (NRC,
1996, p. 184).
3 – 4 weeks
20. Describe how substances move into and out of
cells by passive and active transport across
cell membranes.
21. Explain why cells can not grow indefinitely and
what functions cell division serves.
22. Describe the events and control of the cell
cycle (including mitosis).
23. Relate cancer to the cell cycle.
Chapter:
6
Sections:
9.1
9.2
9.3
9.4
12.4
Shields, Martin. “Mitosis Sequencing.” Biology Inquiries. San
Fransisco, CA: Jossey-Bass, 2006. 98-102.
Sweeny, Diane, and Brad Williamson. “Mystery Cell.”
Laboratory Manual for Biology: Exploring Life. Upper
Saddle River, New Jersey: Pearson Prentice Hall. 6568.
Shields, Martin. “The Osmosis
Inquiry Egg.” Biology Inquiries. San Fransisco, CA:
Jossey-Bass, 2006. 93-97.
Shields, Martin. “Investigating Osmosis in Plant Cells.”
Biology Inquiries. San Fransisco, CA: Jossey-Bass,
2006. 88-92.
Sweeny, Diane, and Brad Williamson. “Help Design a Cell.”
Laboratory Manual for Biology: Exploring Life. Upper
Saddle River, New Jersey: Pearson Prentice Hall. 5964.
Sweeny, Diane, and Brad Williamson. “You are a 19th-Century
Cell Biologist.” Laboratory Manual for Biology:
Exploring Life. Upper Saddle River, New Jersey:
Pearson Prentice Hall. 95-100.
“The Virtual Cell Tour.”
http://www.ibiblio.org/virtualcell/index.htm
12.A.4b
12.A.5a
12.A.5b
Unit Title, Description and
Approximate Length
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Suggested Activities, Investigations, Readings
and Videos
Illinois State
Goals, Standards
and Benchmarks
24. Describe the series of events by which
reproductive cells are produced in complex
plants and in animals.
25. Compare and contrast mitosis and meiosis.
Unit 4
Meiosis & Inheritance
How are physical traits
passed from one
generation to the next?
26. Explain how crossing over and independent
orientation/assortment of chromosomes leads
to genetic variation.
27. Explain nondisjunction during meiosis cause
chromosomal disorders.
28. Analyze and/or construct a human karyotype
for gender identification and common
chromosomal abnormalities.
3 – 4 weeks
29. Apply the rules of probability to inheritance.
30. Demonstrate the inheritance of traits from
Mendelian and other varieties of inheritance.
a. one-trait (monohybrid)
b. two-trait (dihybrid)
c. multiple alleles/codominance
d. sex-linked/x-linked
Sweeny, Diane, and Brad Williamson. “Albino Seeds.”
Laboratory Manual for Biology: Exploring Life. Upper
Saddle River, New Jersey: Pearson Prentice Hall. (Lab
10A)
Sections:
9.5
9.6
Chapters:
10
12
Blood Typing Lab
Genetics With A Smile Activity
Reebop Genetics Activity
Human Karyotype Project
12.A.4a
12.A.4b
12.A.5b
13.A.4c
Semester 2
Unit Title, Description and
Approximate Length
Unit 5
DNA & Biotechnology
Learning Objectives
(Skills and Understandings)
Textbook
Reference
31. Recognize the structure of DNA, the
components of a nucleotide and how DNA
replication occurs.
185).
3 – 4 weeks
RNA to protein.
34. Explain how mutations can occur and why they
may result in physical abnormalities.
35. Recognize major uses of DNA electrophoresis.
“Berry Full of DNA.” Laboratory Manual for Biology: Exploring
Life. Upper Saddle River, New Jersey: Pearson Prentice
Hall. 119-123.
Chapters:
11
13
Section:
12.1
“Radical Radishes.” Laboratory Manual for Biology: Exploring
Life. Upper Saddle River, New Jersey: Pearson Prentice
Hall. 125-130.
“You Are A Cytogeneticist.” Laboratory Manual for Biology:
Exploring Life. Upper Saddle River, New Jersey:
Pearson Prentice Hall. 131-135.
36. Analyze DNA electrophoresis gel results.
“A Glowing Transformation.” Laboratory Manual for Biology:
Exploring Life. Upper Saddle River, New Jersey:
Pearson Prentice Hall. 143-149.
37. Define GMO organism and describe uses of
this technology.
“Tell-Tale Pattern.” Laboratory Manual for Biology: Exploring
Life. Upper Saddle River, New Jersey: Pearson Prentice
Hall. 143-149. (Actual DNA samples to be ordered)
38. Define stem cell and describe uses of this
technology.
Illinois State
Goals, Standards
and Benchmarks
“See Your Own DNA.” Cracking the Code of Life. NOVA.
http://www.pbs.org/wgbh/nova/teachers/activities/2809_g
enome.html
How do messages in our 32. Describe the history leading up to the discovery
of DNA.
DNA become our physical
traits?
33. Follow the flow of information from DNA to
“In all organisms, the
instructions for specifying
the characteristics of the
organism are carried in
DNA…The chemical and
structural properties of DNA
explain how the genetic
information … is both
encoded in genes … and
replicated” (NRC, 1996, p.
Suggested Activities, Investigations, Readings
and Videos
Frosty Forensics. (Using Food coloring/ glycerin samples)
12.A.4a
12.A.5b
13.A.4c
13.B.5d
13.A.4c
Unit Title, Description,
Essential Question
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Opening Activty: “Agree/Disagree?”
Available on Shared Folder
Unit 6
Evolution
How are all living things
on earth related by
descent from a common
ancestor?
Species evolve over time, and
the environment selects those
organisms that are better able
to survive and pass on their
genes to the next generation.
“The tremendous diversity of
organisms present on earth is
the result of over 3.5 billion
years of this evolutionary
process, and has resulted in
every available ecological
niche filled with life” (NRC,
1996, p. 185).
3 – 4 weeks
Suggested Activities, Investigations, Readings
and Videos
Activity: “Explaining Evolution”
Shields, Martin.
Biology Inquiries. Jossey-Bass. 2006
Pp 138-142
39. Describe and explain what evolution is.
40. Understand the work of Charles Darwin, and
explain the major factors that influenced his
thinking.
41. Explain how natural selection results in
organisms uniquely adapted to their specific
habitat.
42. Describe and explain the major forms of
evidence that science uses to support Darwin’s
Theory of Natural Selection.
43. Explain the role that mutations play in natural
selection
44. Describe and explain how gene flow and gene
frequency in a population contributes to
speciation.
45. Describe and explain how an understanding of
evolution by natural selection is essential to
understanding human health issues such as
antibiotic resistance, pesticide resistance and
HIV.
Viewing: Introduction to “Darwin’s Dangerous Idea”
http://www.pbs.org/wgbh/evolution/darwin/index.html
Activity: Utensil Evolution: Who ate the beans?
Available on Shared Folder
Chapter:
14
Sections:
15.1
15.2
15.3
Viewing: “Great Transformations”
“Evolution” PBS/WGBH-Boston
Activity: “The Lost World”
Shields, Martin.
Biology Inquiries. Jossey-Bass. 2006
Pp 143-149
Lab: Mutations, Microevolution, and Natural Selection
Available on Shared Folder
Activity: “Evo Dots”
http://wps.prenhall.com/esm_freeman_evol_3/0,8018,84
9022-,00.html
Activity: “Are Humans Still Evolving?”
Shields, Martin.
Biology Inquiries. Jossey-Bass. 2006 pp150-156
Lab: Dissecting Frog and Rat Evolution
Illinois State
Goals, Standards
and Benchmarks
Unit Title, Description,
Essential Question
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Suggested Activities, Investigations, Readings
and Videos
Available on Shared Folder
Adapted from: Shields, Martin.
” Dissecting Frog Evolution“ Biology Inquiries. JosseyBass. 2006 pp157-166
Suggested Readings:
“Strange but True: Antibacterial Products May Do More
Harm Than Good”
http://www.sciam.com/article.cfm?articleID=024FEAE8E7F2-99DF-323D8E02C4E48BF6&sc=I100322
“HIV: the ultimate evolver”
http://evolution.berkeley.edu/evolibrary/print/printable_te
mplate.php?article_id=medicine_04&context=_0_0
“A chink in HIV's evolutionary armor”
http://evolution.berkeley.edu/evolibrary/print/printable_te
mplate.php?news_id=070301_hiv
“Evolutionary evidence takes the stand”
http://evolution.berkeley.edu/evolibrary/news/07010
1_libya
“What Makes Us Different?”
http://www.time.com/time/magazine/article/0,9171,1541
283,00.html
Illinois State
Goals, Standards
and Benchmarks
Unit Title, Description and
Approximate Length
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Unit 7
Classification &
Biodiversity
What is the connection
between classification and
biodiversity?
47. Explain how molecular data and cladistic
Why is biodiversity
important to our planet?
Biodiversity is the culmination
of 4.5 billion years of chemical
and biological evolution.
Classification is necessary to
facilitate the study of this great
biodiversity, especially across
international boarders. An
understanding of biodiversity
brings a deeper appreciation of
this little planet, and hopefully
the engendering of better
stewardship.
3 – 4 weeks
48. Analyze the significance of various
classification schemes including kingdom
systems and the domain system.
49. Identify distinguishing characteristics used to
categorize organisms in various classification
schemes.
50. Compare and contrast the evolutionary
changes and adaptations in prokaryotes,
rotests, fungi, plants and animals.
Illinois State
Goals.
Standards. and
Benchmarks
Protein Print pg.165 Investigative lab 14A: Biology: Exploring
Life –Campbell, Williamson, Heydon
46. Explain the processes that contribute to
speciation.
analyses are used to build phylogentic trees
that represent evolutionary relationships of
species.
Suggested Activities, Investigations, Readings
and Videos
Eat Your Greens pg.171 Investigative lab 15: Biology:
Exploring Life –Campbell, Williamson, Heydon
Section:
15.4
Chapters:
16
17
18
19-22
23
24
25
26
You Are a Palentologist: Comparing and Contrasting
Fossilized Bones pg. 179 Investigative Lab 15A: Biology:
Exploring Life –Campbell, Williamson, Heydon
Wanted Worms pg. 275 Investigative lab 23A: Biology:
Exploring Life –Campbell, Williamson, Heydon
Voyagers & Acrobats pg. 291 Investigative Lab 25: Biology:
Exploring Life –Campbell, Williamson, Heydon
Comparative Anatomy Dissection Lab
The Great Clade Race
Evolution computer lab
Dichotomous Key Lab
ABLE: How to Construct and Use a Dichotomous Key
12.A.3c
12.A.5a
12.B.3b
13.A.4.c
11.A.4a-f
Unit Title, Description and
Approximate Length
Learning Objectives
(Skills & Understandings)
Textbook
Reference
Unit 8
Ecological Interactions
How will your actions
affect the many
environmental challenges
our species faces today?
Humans and other organisms
have the capacity to produce
populations of infinite size, yet
environments and resources
are finite. Continued human
alteration of habitats, chemical
cycling and other factors are
threatening current global
stability.
3 – 4 weeks
Suggested Activities, Investigations, Readings
and Videos
Illinois State
Goals,
Standards and
Benchmarks
What is your ecological footprint?
http://www.ecologicalfootprint.org/Global%20Footprint%20Calculator/
GFPCalc.html
51. Identify and give examples of the interactions
that occur within communities.
52. Summarize the basic patterns of chemical
cycling.
53. Describe the relationship between limiting
factors and carrying capacity.
54. Explain how human population growth and their
activities impact the environment.
Ecology of a Meter2 Lab Activity
(see shared folder)
Chapters:
35
36
Leaf Litter Food Web
Problem or Issue-driven ideas:
+ Spray for West Nile?
+ Global Warming
+ Should we remove the geese?
+ Deer population
Hands-On Energy Flow
Biology T792
12.B.4a
12.B.4b
12.E.5
13.A.4c
11.A.4a-f
Summative Assessment Description
Student performance during both semesters will be assessed using the CRT exam which consists of multiple choice
questions correlated with both state goals and course learning objectives. The CRT contains questions regarding
course content, data analysis, experimental design, and scientific processes.