Biotechnology Curriculum Scope and Sequence, Study notes of Molecular biology

Download Biotechnology Curriculum Scope and Sequence and more Study notes Molecular biology in PDF only on Docsity! Gateway Regional School District SCOPE & SEQUENCE Biotechnology Developed by Cynthia Jensen based on selected standards from the October 2006 Massachusetts Science and Technology/Engineering Framework January 2009 Page 1 of 8 Massachusetts Standards Topics Curriculum Benchmarks Possible Instructional Strategies Evidence of Student Learning (Assessment) Month TEXTBOOK - Recombinant DNA and Biotechnology published by Kreuzer and Massey in 2001. CONTENT STANDARD 1. THE CHEMISTRY OF LIFE Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.2 Describe the basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, nucleic acids). Students will KNOW:
Identify the basic differences between carbohydrates, lipids, proteins, and nucleic acids. Students will be able to DO:
Describe the biological processes where certain organic molecules are produced or are important.
Investigate the ethics surrounding the synthesis of organic molecules using different biotechnological techniques including recombinant technology.
Understand how protein molecular weight & size can be determined
Compare antigens and antibodies and explain their roles in ELISA testing.
Perform (enzyme linked immunoassay) ELISA test
Compare the different methods of Protein Purification.
Perform Protein Chromatography via (ion exchange) HIC and (size exclusion) SEC Chapter Outlines and Question Worksheets relating to the reading. Essay-Opinions about Biotechnology..Is it good or bad? Labs using Native Fish proteins Infection activity ELISA Test Lab –Individual Test for HIV ELISA Batch Well Test Protein Chromatography-HIC and SEC Quizzes based on Chapter outlines and worksheets Essay graded with a rubric Lab questions and lab notebooks with protocols Class discussion and determination as a group who started the infection and how it traveled. September 1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes. Students will KNOW:
Recognize the major roles of enzymes in biological processes.
Understand abzymes and other synthetic proteins and their ability to operate within specific conditions.
Recognize the effects of pH and temperature extremes on biological processes involving enzymes.
What restriction enzymes are; why they are produced and why we use them in biotechnology. Students will be able to DO:
Discuss role of Taq Polymerase and its role in Polymerase Chain Reaction ( PCR).
Perform PCR using a thermocycler
Explain the role of protease in DNA extractions and why Chapter Question Worksheets relating to reading. Determining Size of Restriction Fragments Labs PCR Activity PCR PV92 or (genetically modified organisms) GMO Lab Extraction of DNA from Cheek Cells Lab Quiz with questions related to chapter worksheet questions. Lab questions, extrapolations using logarithmic graphing, calculation of approximate sizes, calculation of relative error Questions related to activity Lab questions and notebook protocol Gateway Regional School District SCOPE & SEQUENCE Biotechnology Developed by Cynthia Jensen based on selected standards from the October 2006 Massachusetts Science and Technology/Engineering Framework January 2009 Page 2 of 8 DNAse must be denatured
Perform a DNA extraction from cheek cells CONTENT STANDARD 2. CELL BIOLOGY Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.2 Compare and contrast, at the cellular level, the general structures and degrees of complexity of prokaryotes and eukaryotes. Students will KNOW:
Describe at least 5 differences between prokaryotes and eukaryotes, not only in cell structure, but also functions.
Understand why bacteria are important in recombinant technology and as model organisms.
Relate the significant role bacteria played in the discovery of DNA’s transforming factor. Students will be able to DO:
Use plasmids as vectors to transform E. coli Apply sterile technique to isolate, propagate, & investigate bacteria.
Employ simple staining protocols for effective identification of bacteria based on morphology
Employ Gram staining protocols for effective identification of bacteria based of gram positive or negative characteristics
Discover the effects of UV radiation on prokaryotes-exposing plasmids and S. marcescens to short range UV light Plasmid Activities Microbiology Unit-Sterile Technique, Transfers to slants, Petri dishes, broths. Bacterial Transformation Lab Designing a suitable device for testing UV protective products UV effects on S. marcescens Lab UV effects on plasmids Lab Questions and plasmid mapping calculations Questions and sketching of specimen images produced by microscopes Lab questions and lab notebooks with protocols October 2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells, and its importance in maintaining chromosome number during asexual reproduction. Students will KNOW:
Recall the purpose of mitosis in cells. Recognize the importance of mitosis in cloning. Students will be able to DO:
Transform bacterial cells to produce GFP protein. Bacterial Transformation Lab Lab questions and lab notebooks with protocols November 2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization. Students will KNOW:
Recall the steps of meiosis and compare them to mitosis. Students will be able to DO:
Recognize the importance of the tetrad formation.
Consider the ways that recombination naturally occurs. Genetics Activities Questions to be answered correctly Gateway Regional School District SCOPE & SEQUENCE Biotechnology Developed by Cynthia Jensen based on selected standards from the October 2006 Massachusetts Science and Technology/Engineering Framework January 2009 Page 5 of 8 3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in monohybrid crosses. Students will KNOW:
Review relevant definitions and uses of Punnett Square Students will be able to DO:
Calculate phenotypic and genotypic ratios. Practice Punnett Review Sheet Questions to be answered correctly and Punnetts drawn correctly CONTENT STANDARD 5. EVOLUTION & BIODIVERSITY Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction. 5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. Students will KNOW:
That molecular biology and biotechnology play a major role today demonstrating the effects of evolution Students will be able to DO:
Investigate protein structure & its impact on evolution using computer modeling programs Investigate the benefits & ethical issues of mapping the human genome HIV Bioinformatics Acvtivity Fish Protein Lab Hemoglobin Bioinformatics Activity Ethical Issues Activities Creation of Cladograms using Biology Student Workbench and NCBI (National Center for Biotechnology Information) Calculating Protein Weights from gels. Identifying proteins and drawing cladograms or phylogenetic trees Creation of Cladograms using Biology Student Workbench and NCBI Participation Rubric January SCIENTIFIC INQUIRY SKILLS STANDARDS SIS1. Make observations, raise questions, and formulate hypotheses.
Observe the world from a scientific perspective.
Pose questions and form hypotheses based on personal observations, scientific articles, experiments, and knowledge.
Read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Students will KNOW:
Basic steps of the Scientific Method
Why the Scientific Method is important as a universal tool in all fields, not just science Students will be able to DO:
Make observations and collect data
Analyze and interpret experimental results using the scientific method.
Recognize skewed data and incorrect conclusions Incorporated in lab activities throughout course All Labs are recorded in Lab notebook with a protocol and data collection Gateway Regional School District SCOPE & SEQUENCE Biotechnology Developed by Cynthia Jensen based on selected standards from the October 2006 Massachusetts Science and Technology/Engineering Framework January 2009 Page 6 of 8 SIS2. Design and conduct scientific investigations.
Articulate and explain the major concepts being investigated and the purpose of an investigation.
Select required materials, equipment, and conditions for conducting an experiment.
Identify independent and dependent variables.
Write procedures that are clear and replicable.
Employ appropriate methods for accurately and consistently
making observations
making and recording measurements at appropriate levels of precision
collecting data or evidence in an organized way
Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration (if required), technique, maintenance, and storage.
Follow safety guidelines. Students will KNOW:
How to formulate a question that can then be turned into a hypothesis
How to write up a lab using logical steps and correct formatting. Students will be able to DO:
Complete a full lab write up using computer software.
Identify independent and dependent variables
Make and record accurate observations in lab notebook
Use specialized equipment and materials with accuracy and proper handling procedures.
Understand and follow proper safety procedures.
Recognizing sources of contamination to tests and taking care to eliminate the sources. Incorporated in lab activities throughout course Gateway Regional School District SCOPE & SEQUENCE Biotechnology Developed by Cynthia Jensen based on selected standards from the October 2006 Massachusetts Science and Technology/Engineering Framework January 2009 Page 7 of 8 SIS3. Analyze and interpret results of scientific investigations.
Present relationships between and among variables in appropriate forms.
Represent data and relationships between and among variables in charts and graphs.
Use appropriate technology (e.g., graphing software) and other tools.
Use mathematical operations to analyze and interpret data results.
Assess the reliability of data and identify reasons for inconsistent results, such as sources of error or uncontrolled conditions.
Use results of an experiment to develop a conclusion to an investigation that addresses the initial questions and supports or refutes the stated hypothesis.
State questions raised by an experiment that may require further investigation. Students will KNOW:
That not all experiments work perfectly the first time.
That experiments must be repeated for accuracy That incorrect results can often be just as important as correct ones. Students will be able to DO:
Use logarithmic graphing and extrapolation techniques to size molecules
Identify sources of error by recording problems in lab notebooks as experiments are performed. Incorporated in lab activities throughout course