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Biotechnology Outreach Module Standards:
     
Investigation & Experimentation
- Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept
and addressing the content in the other four strands, students should
develop their own questions and perform investigations. Students will:
- Select and use appropriate tools and technology (such as
computer-linked probes, spreadsheets, and graphing calculators) to
perform tests, collect data, analyze relationships, and display data.
- Identify and communicate sources of unavoidable
experimental error.
- Identify possible reasons for inconsistent results, such as
sources of error or uncontrolled conditions.
- Formulate explanations by using logic and evidence.
- Solve scientific problems by using quadratic equations and
simple trigonometric, exponential, and logarithmic functions.
- Distinguish between hypothesis and theory as scientific
terms.
- Recognize the usefulness and limitations of models and
theories as scientific representations of reality.
- Read and interpret topographic and geologic maps.
- Analyze the locations, sequences, or time intervals that
are characteristic of natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession of species in an
ecosystem).
- Recognize the issues of statistical variability and the
need for controlled tests.
- Recognize the cumulative nature of scientific evidence.
- Analyze situations and solve problems that require
combining and applying concepts from more than one area of science.
- Investigate a science-based societal issue by researching
the literature, analyzing data, and communicating the findings. Examples
of issues include irradiation of food, cloning of animals by somatic
cell nuclear transfer, choice of energy sources, and land and water use
decisions in California.
- Know that when an observation does not agree with an
accepted scientific theory, the observation is sometimes mistaken or
fraudulent (e.g., the Piltdown Man fossil or unidentified flying
objects) and that the theory is sometimes wrong (e.g., the Ptolemaic
model of the movement of the Sun, Moon, and planets).
Atomic and Molecular Structure
- The periodic table displays the elements in increasing atomic number and
shows how periodicity of the physical and chemical properties of the
elements relates to atomic structure. As a basis for understanding this
concept:
- Students know how to relate the position of an element in
the periodic table to its atomic number and atomic mass.
- Students know how to use the periodic table to identify
metals, semimetals, nonmetals, and halogens.
- Students know how to use the periodic table to identify
alkali metals, alkaline earth metals and transition metals, trends in
ionization energy, electronegativity, and the relative sizes of ions and
atoms.
- Students know how to use the periodic table to determine
the number of electrons available for bonding.
- Students know the nucleus of the atom is much smaller than
the atom yet contains most of its mass.
- * Students know how to use the periodic table to identify
the lanthanide, actinide, and transactinide elements and know that the
transuranium elements were synthesized and identified in laboratory
experiments through the use of nuclear accelerators.
- * Students know how to relate the position of an element in
the periodic table to its quantum electron configuration and to its
reactivity with other elements in the table.
- * Students know the experimental basis for Thomson's
discovery of the electron, Rutherford's nuclear atom, Millikan's oil
drop experiment, and Einstein's explanation of the photoelectric effect.
- * Students know the experimental basis for the development
of the quantum theory of atomic structure and the historical importance
of the Bohr model of the atom.
- * Students know that spectral lines are the result of
transitions of electrons between energy levels and that these lines
correspond to photons with a frequency related to the energy spacing
between levels by using Planck's relationship (E = hv).
Chemical Bonds
- Biological, chemical, and physical properties of matter result from the
ability of atoms to form bonds from electrostatic forces between electrons
and protons and between atoms and molecules. As a basis for understanding
this concept:
- Students know atoms combine to form molecules by sharing electrons
to form covalent or metallic bonds or by exchanging electrons to form
ionic bonds.
- Students know chemical bonds between atoms in molecules such as H2 ,
CH4 , NH3 , H2 CCH2 , N2 , Cl2 , and many large biological molecules are
covalent.
- Students know salt crystals, such as NaCl, are repeating patterns of
positive and negative ions held together by electrostatic attraction.
- Students know the atoms and molecules in liquids move in a random
pattern relative to one another because the intermolecular forces are
too weak to hold the atoms or molecules in a solid form.
- Students know how to draw Lewis dot structures.
- * Students know how to predict the shape of simple molecules and
their polarity from Lewis dot structures.
- * Students know how electronegativity and ionization energy relate
to bond formation.
- * Students know how to identify solids and liquids held together by
van der Waals forces or hydrogen bonding and relate these forces to
volatility and boiling/ melting point temperatures.
Conservation of Matter and Stoichiometry
- The conservation of atoms in chemical reactions leads to the principle
of conservation of matter and the ability to calculate the mass of products
and reactants. As a basis for understanding this concept:
- Students know how to describe chemical reactions by writing balanced
equations.
- Students know the quantity one mole is set by defining one mole of
carbon 12 atoms to have a mass of exactly 12 grams.
- Students know one mole equals 6.02x1023particles (atoms or
molecules).
- Students know how to determine the molar mass of a molecule from its
chemical formula and a table of atomic masses and how to convert the
mass of a molecular substance to moles, number of particles, or volume
of gas at standard temperature and pressure.
- Students know how to calculate the masses of reactants and products
in a chemical reaction from the mass of one of the reactants or products
and the relevant atomic masses.
- * Students know how to calculate percent yield in a chemical
reaction.
- * Students know how to identify reactions that involve oxidation and
reduction and how to balance oxidation-reduction reactions.
Gases and Their Properties
- The kinetic molecular theory describes the motion of atoms and molecules
and explains the properties of gases. As a basis for understanding this
concept:
- Students know the random motion of molecules and their collisions
with a surface create the observable pressure on that surface.
- Students know the random motion of molecules explains the diffusion
of gases.
- Students know how to apply the gas laws to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any
mixture of ideal gases.
- Students know the values and meanings of standard temperature and
pressure (STP).
- Students know how to convert between the Celsius and Kelvin
temperature scales.
- Students know there is no temperature lower than 0 Kelvin.
- * Students know the kinetic theory of gases relates the absolute
temperature of a gas to the average kinetic energy of its molecules or
atoms.
- * Students know how to solve problems by using the ideal gas law in
the form PV = nRT.
- * Students know how to apply Dalton's law of partial pressures to
describe the composition of gases and Graham's law to predict diffusion
of gases.
Acids and Bases
- Acids, bases, and salts are three classes of compounds that form ions in
water solutions. As a basis for understanding this concept:
- Students know the observable properties of acids,
bases, and salt solutions.
- Students know acids are hydrogen-ion-donating and bases are
hydrogen-ion-accepting substances.
- Students know strong acids and bases fully dissociate and
weak acids and bases partially dissociate.
- Students know how to use the pH scale to characterize acid
and base solutions.
- * Students know the Arrhenius, Brønsted-Lowry, and Lewis
acid-base definitions.
- * Students know how to calculate pH from the hydrogen-ion
concentration.
- * Students know buffers stabilize pH in acid-base
reactions.
Solutions
- Solutions are homogeneous mixtures of two or more substances.
As a basis for understanding this concept:
- Students know the definitions of solute and solvent.
- Students know how to describe the dissolving process at the
molecular level by using the concept of random molecular motion.
- Students know temperature, pressure, and surface area
affect the dissolving process.
- Students know how to calculate the concentration of a
solute in terms of grams per liter, molarity, parts per million, and
percent composition.
- * Students know the relationship between the molality of a
solute in a solution and the solution's depressed freezing point or
elevated boiling point.
- * Students know how molecules in a solution are separated
or purified by the methods of chromatography and distillation.
Chemical Thermodynamics
- Energy is exchanged or transformed in all chemical reactions and
physical changes of matter. As a basis for understanding this concept:
- Students know how to describe temperature and heat flow in terms of
the motion of molecules (or atoms).
- Students know chemical processes can either release (exothermic) or
absorb (endothermic) thermal energy.
- Students know energy is released when a material condenses or
freezes and is absorbed when a material evaporates or melts.
- Students know how to solve problems involving heat flow and
temperature changes, using known values of specific heat and latent heat
of phase change.
- * Students know how to apply Hess's law to calculate enthalpy change
in a reaction.
- * Students know how to use the Gibbs free energy equation to
determine whether a reaction would be spontaneous.
Reaction Rates
- Chemical reaction rates depend on factors that influence the
frequency of collision of reactant molecules. As a basis for understanding
this concept:
- Students know the rate of reaction is the decrease in concentration
of reactants or the increase in concentration of products with time.
- Students know how reaction rates depend on such factors as
concentration, temperature, and pressure.
- Students know the role a catalyst plays in increasing the reaction
rate.
- * Students know the definition and role of activation energy in a
chemical reaction.
Chemical Equilibrium
- Chemical equilibrium is a dynamic process at the molecular level. As a
basis for understanding this concept:
- Students know how to use Le Chatelier's principle
to predict the effect of changes in concentration, temperature, and
pressure.
- Students know equilibrium is established when forward and
reverse reaction rates are equal.
- * Students know how to write and calculate an equilibrium
constant expression for a reaction.
Organic Chemistry and Biochemistry
- The bonding characteristics of carbon allow the formation of many
different organic molecules of varied sizes, shapes, and chemical properties
and provide the biochemical basis of life. As a basis for understanding this
concept:
- Students know large molecules (polymers), such as proteins,
nucleic acids, and starch, are formed by repetitive combinations of
simple subunits.
- Students know the bonding characteristics of carbon that
result in the formation of a large variety of structures ranging from
simple hydrocarbons to complex polymers and biological molecules.
- Students know amino acids are the building blocks of
proteins.
- * Students know the system for naming the ten simplest
linear hydrocarbons and isomers that contain single bonds, simple
hydrocarbons with double and triple bonds, and simple molecules that
contain a benzene ring.
- * Students know how to identify the functional groups that
form the basis of alcohols, ketones, ethers, amines, esters, aldehydes,
and organic acids.
- * Students know the R-group structure of amino acids and
know how they combine to form the polypeptide backbone structure of
proteins.
Nuclear Processes
- Nuclear processes are those in which an atomic nucleus changes,
including radioactive decay of naturally occurring and human-made isotopes,
nuclear fission, and nuclear fusion. As a basis for understanding this
concept:
- Students know protons and neutrons in the nucleus are held together
by nuclear forces that overcome the electromagnetic repulsion between
the protons.
- Students know the energy release per gram of material is much larger
in nuclear fusion or fission reactions than in chemical reactions. The
change in mass (calculated by E = mc2 ) is small but
significant in nuclear reactions.
- Students know some naturally occurring isotopes of elements are
radioactive, as are isotopes formed in nuclear reactions.
- Students know the three most common forms of radioactive decay
(alpha, beta, and gamma) and know how the nucleus changes in each type
of decay.
- Students know alpha, beta, and gamma radiation produce different
amounts and kinds of damage in matter and have different penetrations.
- * Students know how to calculate the amount of a radioactive
substance remaining after an integral number of half-lives have passed.
- * Students know protons and neutrons have substructures and consist
of particles called quarks
Cell Biology
- The fundamental life processes of plants and animals depend on a variety
of chemical reactions that occur in specialized areas of the organism's
cells. As a basis for understanding this concept:
- Students know cells are enclosed within semipermeable
membranes that regulate their interaction with their surroundings.
- Students know enzymes are proteins that catalyze
biochemical reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions, and
the pH of the surroundings.
- Students know how prokaryotic cells, eukaryotic cells
(including those from plants and animals), and viruses differ in
complexity and general structure.
- Students know the central dogma of molecular biology
outlines the flow of information from transcription of ribonucleic acid
(RNA) in the nucleus to translation of proteins on ribosomes in the
cytoplasm.
- Students know the role of the endoplasmic reticulum and
Golgi apparatus in the secretion of proteins.
- Students know usable energy is captured from sunlight by
chloroplasts and is stored through the synthesis of sugar from carbon
dioxide.
- Students know the role of the mitochondria in making stored
chemical-bond energy available to cells by completing the breakdown of
glucose to carbon dioxide.
- Students know most macromolecules (polysaccharides, nucleic
acids, proteins, lipids) in cells and organisms are synthesized from a
small collection of simple precursors.
- * Students know how chemiosmotic gradients in the
mitochondria and chloroplast store energy for ATP production.
- * Students know how eukaryotic cells are given shape and
internal organization by a cytoskeleton or cell wall or both.
Genetics
- Mutation and sexual reproduction lead to genetic variation in a
population. As a basis for understanding this concept:
- Students know meiosis is an early step in sexual reproduction in
which the pairs of chromosomes separate and segregate randomly during
cell division to produce gametes containing one chromosome of each type.
- Students know only certain cells in a multicellular organism undergo
meiosis.
- Students know how random chromosome segregation explains the
probability that a particular allele will be in a gamete.
- Students know new combinations of alleles may be generated in a
zygote through the fusion of male and female gametes (fertilization).
- Students know why approximately half of an individual's DNA sequence
comes from each parent.
- Students know the role of chromosomes in determining an individual's
sex.
- Students know how to predict possible combinations of alleles in a
zygote from the genetic makeup of the parents.
- A multicellular organism develops from a single zygote, and its
phenotype depends on its genotype, which is established at fertilization. As
a basis for understanding this concept:
- Students know how to predict the probable outcome of
phenotypes in a genetic cross from the genotypes of the parents and mode
of inheritance (autosomal or X-linked, dominant or recessive).
- Students know the genetic basis for Mendel's laws of
segregation and independent assortment.
- * Students know how to predict the probable mode of
inheritance from a pedigree diagram showing phenotypes.
- * Students know how to use data on frequency of
recombination at meiosis to estimate genetic distances between loci and
to interpret genetic maps of chromosomes.
- Genes are a set of instructions encoded in the DNA sequence of each
organism that specify the sequence of amino acids in proteins characteristic
of that organism. As a basis for understanding this concept:
- Students know the general pathway by which ribosomes synthesize
proteins, using tRNAs to translate genetic information in mRNA.
- Students know how to apply the genetic coding rules to predict the
sequence of amino acids from a sequence of codons in RNA.
- Students know how mutations in the DNA sequence of a gene may or may
not affect the expression of the gene or the sequence of amino acids in
an encoded protein.
- Students know specialization of cells in multicellular organisms is
usually due to different patterns of gene expression rather than to
differences of the genes themselves.
- Students know proteins can differ from one another in the number and
sequence of amino acids.
- * Students know why proteins having different amino acid sequences
typically have different shapes and chemical properties.
- The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells. As a basis for understanding this concept:
- Students know the general structures and functions of DNA, RNA, and
protein.
- Students know how to apply base-pairing rules to explain precise
copying of DNA during semiconservative replication and transcription of
information from DNA into mRNA.
- Students know how genetic engineering (biotechnology) is used to
produce novel biomedical and agricultural products.
- * Students know how basic DNA technology (restriction digestion by
endonucleases, gel electrophoresis, ligation, and transformation) is
used to construct recombinant DNA molecules.
- * Students know how exogenous DNA can be inserted into bacterial
cells to alter their genetic makeup and support expression of new
protein products.
Ecology
- Stability in an ecosystem is a balance between competing effects. As a
basis for understanding this concept:
- Students know biodiversity is the sum total of different kinds of
organisms and is affected by alterations of habitats.
- Students know how to analyze changes in an ecosystem resulting from
changes in climate, human activity, introduction of nonnative species,
or changes in population size.
- Students know how fluctuations in population size in an ecosystem
are determined by the relative rates of birth, immigration, emigration,
and death.
- Students know how water, carbon, and nitrogen cycle between abiotic
resources and organic matter in the ecosystem and how oxygen cycles
through photosynthesis and respiration.
- Students know a vital part of an ecosystem is the stability of its
producers and decomposers.
- Students know at each link in a food web some energy is stored in
newly made structures but much energy is dissipated into the environment
as heat. This dissipation may be represented in an energy pyramid.
- * Students know how to distinguish between the accommodation of an
individual organism to its environment and the gradual adaptation of a
lineage of organisms through genetic change.
Evolution
- The frequency of an allele in a gene pool of a population depends on
many factors and may be stable or unstable over time. As a basis for
understanding this concept:
- Students know why natural selection acts on the phenotype rather
than the genotype of an organism.
- Students know why alleles that are lethal in a homozygous individual
may be carried in a heterozygote and thus maintained in a gene pool.
- Students know new mutations are constantly being generated in a gene
pool.
- Students know variation within a species increases the likelihood
that at least some members of a species will survive under changed
environmental conditions.
- * Students know the conditions for Hardy-Weinberg equilibrium in a
population and why these conditions are not likely to appear in nature.
- * Students know how to solve the Hardy-Weinberg equation to predict
the frequency of genotypes in a population, given the frequency of
phenotypes.
- Evolution is the result of genetic changes that occur in constantly
changing environments. As a basis for understanding this concept:
- Students know how natural selection determines the differential
survival of groups of organisms.
- Students know a great diversity of species increases the chance that
at least some organisms survive major changes in the environment.
- Students know the effects of genetic drift on the diversity of
organisms in a population.
- Students know reproductive or geographic isolation affects
speciation.
- Students know how to analyze fossil evidence with regard to
biological diversity, episodic speciation, and mass extinction.
- * Students know how to use comparative embryology, DNA or protein
sequence comparisons, and other independent sources of data to create a
branching diagram (cladogram) that shows probable evolutionary
relationships.
- * Students know how several independent molecular clocks, calibrated
against each other and combined with evidence from the fossil record,
can help to estimate how long ago various groups of organisms diverged
evolutionarily from one another.
Return to Top
Physiology
- As a result of the coordinated structures and functions of organ
systems, the internal environment of the human body remains relatively
stable (homeostatic) despite changes in the outside environment. As a basis
for understanding this concept:
- Students know how the complementary activity of
major body systems provides cells with oxygen and nutrients and removes
toxic waste products such as carbon dioxide.
- Students know how the nervous system mediates communication
between different parts of the body and the body's interactions with the
environment.
- Students know how feedback loops in the nervous and
endocrine systems regulate conditions in the body.
- Students know the functions of the nervous system and the
role of neurons in transmitting electrochemical impulses.
- Students know the roles of sensory neurons, interneurons,
and motor neurons in sensation, thought, and response.
- * Students know the individual functions and sites of
secretion of digestive enzymes (amylases, proteases, nucleases,
lipases), stomach acid, and bile salts.
- * Students know the homeostatic role of the kidneys in the
removal of nitrogenous wastes and the role of the liver in blood
detoxification and glucose balance.
- * Students know the cellular and molecular basis of muscle
contraction, including the roles of actin, myosin, Ca+2 , and ATP.
- * Students know how hormones (including digestive,
reproductive, osmoregulatory) provide internal feedback mechanisms for
homeostasis at the cellular level and in whole organisms.
- Organisms have a variety of mechanisms to combat disease. As a basis for
under-standing the human immune response:
- Students know the role of the skin in providing nonspecific defenses
against infection.
- Students know the role of antibodies in the body's response to
infection.
- Students know how vaccination protects an individual from infectious
diseases.
- Students know there are important differences between bacteria and
viruses with respect to their requirements for growth and replication,
the body's primary defenses against bacterial and viral infections, and
effective treatments of these infections.
- Students know why an individual with a compromised immune system
(for example, a person with AIDS) may be unable to fight off and survive
infections by microorganisms that are usually benign.
- * Students know the roles of phagocytes, B-lymphocytes, and
T-lymphocytes in the immune system.
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CA
Content Standards, CA Dept. of Education
Taken
From: http://www.cde.ca.gov/
Last Modified: Friday, July 21, 2006
Retrieved 9/7/2006
College
of The Canyons Biotechnology Outreach Program
Module #1 High Performance Liquid Chromatography
Satisfies
the California Content Standards Grades 9-12 in the areas of
Investigation and Experimentation, Chemistry, and Biology as noted:
Investigation and Experimentation-Grades 9-12
1. a.
b.
c.
d.
k.
l.
Chemistry-Grades 9-12
Chemical
Bonds
2. a.
b.
e.
f.
Solutions
6. a.
b.
f.
The Standards:
Investigation & Experimentation
-
Scientific progress is
made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and
addressing the content
in the other four strands, students should develop their own
questions and perform
investigations. Students will:
-
Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets,and graphing calculators) to perform
tests, collect data,
analyze relationships, and display data.
-
Identify and
communicate sources of unavoidable experimental error.
-
Identify possible
reasons for inconsistent results, such as sources of error
or
uncontrolled conditions.
-
Formulate
explanations by using logic and evidence.
-
Recognize the
cumulative nature of scientific evidence.
-
Analyze situations
and solve problems that require combining and applying
concepts from more than one area of science.
Chemistry
Chemical Bond
-
Biological, chemical, and physical properties of matter result
from the ability of atoms to form bonds from electrostatic
forces between electrons and protons and between atoms and
molecules. As a basis for understanding this concept:
-
Students know
atoms combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to
form ionic bonds.
-
Students know
chemical bonds between atoms in molecules such as H2
, CH4
, NH3
, H2
CCH2
, N2
, Cl2
, and many large biological molecules are covalent.
-
Students know
how to draw Lewis dot structures.
-
*
Students know
how to predict the shape of simple molecules and their
polarity from Lewis dot structures.
Solutions
-
Solutions
are homogeneous mixtures of two or more substances. As a basis
for understanding this concept:
-
Students know
the definitions of solute and solvent.
-
Students know
how to describe the dissolving process at the molecular
level by using the concept of random molecular motion.
-
*
Students know
how molecules in a solution are separated or purified by the
methods of chromatography and distillation.
Return to Top
Module #2
Gel Filtration
Satisfies
the California Content Standards Grades 9-12 in the areas of
Investigation and Experimentation, Chemistry, and Biology as noted:
Investigation and Experimentation-Grades 9-12
1.
a.
b.
c.
d.
k.
l.
Chemistry-Grades
9-12
Chemical
Bonds
2. a.
b.
c.
g.
Conservation of Matter and Stoichiometry
3. g.
Solutions
6. a.
b.
f.
Organic
Chemistry and Biochemistry
10. a.
b.
The
Standards
Investigation & Experimentation
-
Scientific progress is
made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and
addressing the content
in the other four strands, students should develop their own
questions and perform
investigations. Students will:
-
Select and use
appropriate tools and technology (such as computer-linked
probes,
spreadsheets, and graphing calculators) to perform tests,
collect data, analyze
relationships, and display data.
-
bIdentify and
communicate sources of unavoidable experimental error.
-
Identify possible
reasons for inconsistent results, such as sources of error
or
uncontrolled conditions.
-
Formulate
explanations by using logic and evidence.
-
Recognize the
cumulative nature of scientific evidence.
-
Analyze situations
and solve problems that require combining and applying
concepts from more than one area of science.
Chemistry
Chemical Bonds
-
Biological, chemical,
and physical properties of matter result from the ability of
atoms to
form bonds from electrostatic forces between electrons and
protons and between atoms
and molecules. As a basis for understanding this concept:
-
Students know
atoms combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to
form ionic bonds.
-
Students know
chemical bonds between atoms in molecules such as H2 , CH4 ,
NH3 , H2 CCH2 , N2 , Cl2 , and many large biological
molecules are covalent.
-
Students know
salt crystals, such as NaCl, are repeating patterns of
positive and
negative ions held together by electrostatic attraction.
-
Students know
how electronegativity and ionization energy relate to bond
formation.
Conservation of Matter and Stoichiometry
-
The conservation of
atoms in chemical reactions leads to the principle of
conservation of
matter and the ability to calculate the mass of products and
reactants. As a basis for under-
standing this concept:
-
* Students know
how to identify reactions that involve oxidation and
reduction and how
to balance oxidation-reduction reactions.
Solutions
-
Solutions are homogeneous mixtures of two or more substances. As
a basis for understanding this concept:
-
Students know
the definitions of solute and solvent.
-
Students know
how to describe the dissolving process at the molecular
level by using
the concept of random molecular motion.
-
* Students know
how molecules in a solution are separated or purified by the
methods of
chromatography and distillation.
Organic Chemistry and Biochemistry
-
The bonding
characteristics of carbon allow the formation of many different
organic
molecules of varied sizes, shapes, and chemical properties and
provide the biochemical
basis of life. As a basis for understanding this concept:
-
Students know
large molecules (polymers), such as proteins, nucleic acids,
and starch,
are formed by repetitive combinations of simple subunits.
-
Students know
the bonding characteristics of carbon that result in the
formation of a
large variety of structures ranging from simple hydrocarbons
to complex polymers
and biological molecules.
Return to Top
Module #3 Bacterial Transformation and Selection
Satisfies the California
Content Standards Grades 9-12 in the areas of Investigation and
Experimentation, Chemistry, and Biology as noted:
Investigation and Experimentation-Grades 9-12
1. a.
b.
c.
d.
k.
l.
Possible
extension:
1. m.
Chemistry-Grades 9-12
Chemical
Bonds
2. a.
b.
c.
Biology-Grades 9-12
Cell
biology
1. a.
b.
c.
d.
Genetics
5. a.
c.
d.
e.
Ecology
6. g.
Evolution
7. d.
8. a.
b.
c.
The
Standards:
Investigation & Experimentation
-
Scientific progress is
made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and
addressing the content in the other four strands, students
should develop their own questions and perform investigations.
Students will:
-
Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform
tests, collect data, analyze relationships, and display
data.
-
Identify and
communicate sources of unavoidable experimental error.
-
Identify possible
reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
-
Formulate
explanations by using logic and evidence.
-
Recognize the
cumulative nature of scientific evidence.
-
Analyze situations
and solve problems that require combining and applying
concepts from more than one area of science.
Possible extension:
-
Investigate a
science-based societal issue by researching the literature,
analyzing
data, and communicating the findings. Examples of issues
include irradiation of
food, cloning of animals by somatic cell nuclear transfer,
choice of energy sources,
and land an water use decisions in California.
Chemistry
Chemical Bonds
-
Biological, chemical,
and physical properties of matter result from the ability of
atoms to form bonds from electrostatic forces between electrons
and protons and between atoms and molecules. As a basis for
understanding this concept:
-
Students know atoms
combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to
form ionic bonds.
-
Students know
chemical bonds between atoms in molecules such as H2 , CH4 ,
NH3 , H2 CCH2 , N2 , Cl2 , and many large biological
molecules are covalent.
-
Students know salt
crystals, such as NaCl, are repeating patterns of positive
and negative ions held together by electrostatic attraction.
Biology
Cell Biology
-
The fundamental life
processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's
cells. As a basis for understanding this concept:
-
Students know cells
are enclosed within semipermeable membranes that regulate
their interaction with their surroundings.
-
Students know
enzymes are proteins that catalyze biochemical reactions
without altering the reaction equilibrium and the activities
of enzymes
depend on the temperature, ionic conditions, and the pH of
the surroundings.
-
Students know how
prokaryotic cells, eukaryotic cells (including those from
plants and animals), and viruses differ in complexity and
general structure.
-
Students know the
central dogma of molecular biology outlines the flow of
information from transcription of ribonucleic acid (RNA) in
the nucleus to
translation of proteins on ribosomes in the cytoplasm.
Genetics
-
The genetic composition
of cells can be altered by incorporation of exogenous DNA into
the cells. As a basis for understanding this concept:
-
Students know
the general structures and functions of DNA, RNA, and
protein.
-
Students know
how genetic engineering (biotechnology) is used to produce
novel biomedical and agricultural products.
-
* Students know
how basic DNA technology (restriction digestion by
endonucleases, gel electrophoresis, ligation, and
transformation) is used to construct recombinant DNA
molecules.
-
* Students know how exogenous DNA can be inserted
into bacterial cells to alter their genetic makeup and
support expression of new protein products.
Ecology
-
Stability in an
ecosystem is a balance between competing effects. As a basis for
under-
standing this concept:
-
* Students know
how to distinguish between the accommodation of an
individual organism to its environment and the gradual
adaptation of a lineage of organisms through genetic change.
Evolution
-
The
frequency of an allele in a gene pool of a population depends on
many factors and may be stable or unstable over time. As a basis
for understanding this concept:
-
Students know
variation within a species increases the likelihood that at
least some members of a species will survive under changed
environmental conditions
-
Evolution is the result
of genetic changes that occur in constantly changing
environments. As a basis for understanding this concept:
-
Students know how
natural selection determines the differential survival of
groups of organisms.
-
Students know a
great diversity of species increases the chance that at
least some organisms survive major changes in the
environment.
-
Students know the
effects of genetic drift on the diversity of organisms in a
population.
Return to Top
Module #4 DNA Fingerprinting
Satisfies
the California Content Standards Grades 9-12 in the areas of
Investigation and Experimentation, Chemistry, and Biology as noted:
Investigation and Experimentation-Grades 9-12
1. a.
b.
c.
d.
k.
l.
Possible
extension
1. m.
Chemistry-Grades 9-12
Chemical
Bonds
2. a.
b.
Organic
Chemistry and Biochemistry
10. a.
b.
Biology
Cell
Biology
1. b.
d.
h.
Genetics
2. d.
e.
5. a.
c.
d.
The
Standards:
Investigation & Experimentation
-
Scientific progress is
made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and
addressing the content in the other four strands, students
should develop their own questions and perform investigations.
Students will:
-
Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform
tests, collect data, analyze relationships, and display
data.
-
Identify and
communicate sources of unavoidable experimental error.
-
Identify possible
reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
-
Formulate
explanations by using logic and evidence.
-
Recognize the
cumulative nature of scientific evidence.
-
Analyze situations
and solve problems that require combining and applying
concepts from more than one area of science.
Possible extension:
-
Investigate a
science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of
issues include irradiation of food, cloning of animals by
somatic cell nuclear transfer, choice of energy sources, and
land an water use decisions in California.
Chemistry
Chemical Bonds
-
Biological, chemical,
and physical properties of matter result from the ability of
atoms to form bonds from electrostatic forces between electrons
and protons and between atoms and molecules. As a basis for
understanding this concept:
-
Students know atoms
combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to
form ionic bonds.
-
Students know
chemical bonds between atoms in molecules such as H2 , CH4 ,
NH3 , H2 CCH2 , N2 , Cl2 , and many large biological
molecules are covalent.
Organic Chemistry and Biochemistry
-
The bonding
characteristics of carbon allow the formation of many different
organic molecules of varied sizes, shapes, and chemical
properties and provide the biochemical basis of life. As a basis
for understanding this concept:
-
Students know large
molecules (polymers), such as proteins, nucleic acids, and
starch, are formed by repetitive combinations of simple
subunits.
-
Students know the
bonding characteristics of carbon that result in the
formation of a largevariety of structures ranging from
simple hydrocarbons to complex polymers and biological
molecules.
Biology
Cell Biology
-
The fundamental life
processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's
cells. As a basis for understanding this concept:
-
Students know
enzymes are proteins that catalyze biochemical reactions
without altering the reaction equilibrium and the activities
of enzymes depend on the temperature, ionic conditions, and
the pH of the surroundings.
-
Students know
the central dogma of molecular biology outlines the flow of
information from transcription of ribonucleic acid (RNA) in
the nucleus to translation of proteins on ribosomes in the
cytoplasm.
-
Students know
most macromolecules (polysaccharides, nucleic acids,
proteins, lipids) in cells and organisms are synthesized
from a small collection of simple precursors.
Genetics
-
Mutation and sexual
reproduction lead to genetic variation in a population. As a
basis for understanding this concept:
-
Students know
new combinations of alleles may be generated in a zygote
through the fusion of male and female gametes
(fertilization)
-
Students know
why approximately half of an individual’s DNA sequence comes
from each parent.
-
The genetic composition
of cells can be altered by incorporation of exogenous DNA into
the cells. As a basis for understanding this concept:
-
Students know
the general structures and functions of DNA, RNA, and
protein.
-
Students know
how genetic engineering (biotechnology) is used to produce
novel biomedical and agricultural products.
-
* Students know
how basic DNA technology (restriction digestion by
endonucleases, gel electrophoresis, ligation, and
transformation) is used to construct recombinant DNA
molecules.
Return to Top
Module #5 DNA Spooling
Satisfies
the California Content Standards Grades 9-12 in the areas of
Investigation and Experimentation, Chemistry, and Biology as noted:
Investigation and Experimentation-Grades 9-12
1. a.
b.
c.
d.
l.
Possible
extension
1. m.
Chemistry-Grades 9-12
Chemical
Bonds
2. a.
b.
Solutions
6. a.
Organic
Chemistry and Biochemistry
10. a.
b.
Biology
Cell
Biology
1. a.
d.
h.
Genetics
5. a.
c.
d.
The
Standards:
Investigation & Experimentation
1. Scientific progress is
made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and
addressing the content in the other four strands, students should
develop their own questions and perform investigations. Students
will:
-
Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform
tests, collect data, analyze relationships, and display
data.
-
Identify and
communicate sources of unavoidable experimental error.
-
Identify possible
reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
-
Formulate
explanations by using logic and evidence.
-
Analyze situations
and solve problems that require combining and applying
concepts from more than one area of science.
Possible extension:
-
Investigate a
science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of
issues include irradiation of food, cloning of animals by
somatic cell nuclear transfer, choice of energy sources, and
land an water use decisions in California.
Chemistry
Chemical Bonds
-
Biological, chemical,
and physical properties of matter result from the ability of
atoms to form bonds from electrostatic forces between electrons
and protons and between atoms and molecules. As a basis for
understanding this concept:
-
Students know
atoms combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to
form ionic bonds.
-
Students know
chemical bonds between atoms in molecules such as H2 , CH4 ,
NH3 , H2 CCH2 , N2 , Cl2 , and many large biological
molecules are covalent.
Solutions
-
Solutions are
homogeneous mixtures of two or more substances. As a basis for
understanding this concept:
Students know the
definitions of solute and solvent.
Organic Chemistry and Biochemistry
-
The bonding
characteristics of carbon allow the formation of many different
organic molecules of varied sizes, shapes, and chemical
properties and provide the biochemical basis of life. As a basis
for understanding this concept:
-
Students know
large molecules (polymers), such as proteins, nucleic acids,
and starch, are formed by repetitive combinations of simple
subunits.
-
Students know
the bonding characteristics of carbon that result in the
formation of a large variety of structures ranging from
simple hydrocarbons to complex polymers and
biological molecules.
Biology
Cell Biology
The fundamental life
processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's cells.
As a basis for understanding this concept:
-
Students know cells
are enclosed within semipermeable membranes that regulate
their interaction with their surroundings.
-
Students know the
central dogma of molecular biology outlines the flow of
information from transcription of ribonucleic acid (RNA) in
the nucleus to translation of proteins on ribosomes in the
cytoplasm.
-
Students know most
macromolecules (polysaccharides, nucleic acids, proteins,
lipids) in cells and organisms are synthesized from a small
collection of simple precursors.
Genetics
-
The genetic composition
of cells can be altered by incorporation of exogenous DNA into
the cells. As a basis for understanding this concept:
-
Students know the
general structures and functions of DNA, RNA, and protein.
-
Students know how
genetic engineering (biotechnology) is used to produce novel
biomedical and agricultural products.
-
Students know how
basic DNA technology (restriction digestion by endonucleases,
gel electrophoresis, ligation, and transformation) is used
to construct recombinant DNA molecules.
Return to Top
Module #6 Organic Macromolecules
in the Foods You Eat
Satisfies
the California Content Standards Grades 9-12 in the areas of
Investigation and Experimentation, Chemistry, and Biology as noted:
Investigation and Experimentation-Grades 9-12
1. a.
b.
c.
d.
l.
Possible
extension
1. m.
Chemistry-Grades 9-12
Chemical
Bonds
2. a.
b.
g.
Conservation of Matter and Stoichiometry
3. g.
Solutions
6. a.
Organic
Chemistry and Biochemistry
10. a.
b.
c.
e.
f.
Biology
Cell
Biology
1. g.
h.
Physiology
9. a.
Possible
extension
9. f.
g.
The
Standards:
Investigation & Experimentation
-
Scientific progress is
made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and
addressing the content in the other four strands, students
should develop their own questions and perform investigations.
Students will:
-
Select and use
appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform
tests, collect data, analyze relationships, and display
data.
-
Identify and
communicate sources of unavoidable experimental error.
-
Identify possible
reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
-
Formulate
explanations by using logic and evidence.
-
Analyze situations
and solve problems that require combining and applying
concepts from more than one area of science.
Possible
extension:
-
Investigate a
science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of
issues include irradiation of food, cloning of animals by
somatic cell nuclear transfer, choice of energy sources, and
land an water use decisions in California.
Chemistry
Chemical Bonds
-
Biological, chemical,
and physical properties of matter result from the ability of
atoms to form bonds from electrostatic forces between electrons
and protons and between atoms and molecules. As a basis for
understanding this concept:
-
Students know
atoms combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to
form ionic bonds.
-
Students know
chemical bonds between atoms in molecules such as H2 , CH4 ,
NH3 , H2 CCH2 , N2 , Cl2 , and many large biological
molecules are covalent.
-
Students know
how electronegativity and ionization energy relate to bond
formation.
Conservation of Matter and Stoichiometry
-
The conservation of
atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of
products and reactants. As a basis for understanding this
concept:
-
* Students know
how to identify reactions that involve oxidation and
reduction and how to balance oxidation-reduction reactions.
Solutions
-
Solutions are
homogeneous mixtures of two or more substances. As a basis for
understanding this concept:
-
Students know
the definitions of solute and solvent.
Organic Chemistry and Biochemistry
-
The bonding
characteristics of carbon allow the formation of many different
organic molecules of varied sizes, shapes, and chemical
properties and provide the biochemical basis of life. As a basis
for understanding this concept:
-
Students know
large molecules (polymers), such as proteins, nucleic acids,
and starch, are formed by repetitive combinations of simple
subunits.
-
Students know
the bonding characteristics of carbon that result in the
formation of a large variety of structures ranging from
simple hydrocarbons to complex polymers and biological
molecules.
-
Students know
amino acids are the building blocks of proteins.
-
* Students know
how to identify the functional groups that form the basis of
alcohols, ketones, ethers, amines, esters, aldehydes, and
organic acids.
-
* Students know
the R-group structure of amino acids and know how they
combine to form the polypeptide backbone structure of
proteins.
Biology
Cell Biology
-
The fundamental life
processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's
cells. As a basis for understanding this concept:
-
Students know
the role of the mitochondria in making stored chemical-bond
energy available to cells by completing the breakdown of
glucose to carbon dioxide.
-
Students know
most macromolecules (polysaccharides, nucleic acids,
proteins, lipids) in cells and organisms are synthesized
from a small collection of simple precursors.
Physiology
-
As a result of the
coordinated structures and functions of organ systems, the
internal environment of the human body remains relatively stable
(homeostatic) despite changes in the outside environment. As a
basis for understanding this concept:
-
Students know
how the complementary activity of major body systems
provides cells with oxygen and nutrients and removes toxic
waste products such as carbon dioxide.
Possible extension:
-
* Students know
the individual functions and sites of secretion of digestive
enzymes (amylases, proteases, nucleases, lipases), stomach acid,
and bile salts.
-
* Students know
the homeostatic role of the kidneys in the removal of
nitrogenous wastes and the role of the liver in blood
detoxification and glucose balance.
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