Download FOSL - Biotechnology Unit Date During class we will… Outside of

FOSL - Biotechnology Unit
Date
11/4
11/6
11/10
11/13-16
11/17
During class we will…
1. Activity: DNA Models
2. Notes: All the same, but different...
1. Notes: DNA & Biotechnology
1. DNA in the News (Asparagus Chromebook Cart)
11/19
1. Start Short Tandem Repeats and Murder!
1. Virtual Lab PCR & Virtual Lab Gel
Electrophoresis (Asparagus Chromebook Cart)
1. Finish Short Tandem Repeats and Murder!
11/30
1. Activity: Pipetting Like a Pro
12/2
12/4
1. DNA Fingerprinting (Gel Electrophoresis) Lab
1. DNA Fingerprinting Lab
2. Introduce Group Final – Snail Lab
12/8
12/10
12/14
12/16-18
1. Biotechnology Unit Assessment
1. FOSL Group Final - Lab Map
1. FOSL Group Final - Data Collection & Analysis
1. Turn in completed Group Final Lab NB
2. FOSL Final – Multiple Choice
Guest Teacher
*FINALS
Turned in for points
Outside of class you should…
1. Submit DNA Model picture in GC
1. Biotechnology Analogy WS
1. Evaluation of Sources WS
2. DNA in the News
1. Finish Virtual Labs (as needed)
1. Prepare DNA Fingerprinting Lab NB
(thru data table)
1. Prepare DNA Fingerprinting Lab NB
(thru data table)
1. Print pictures of your gel!
1. Complete DNA Fingerprinting Lab NB
(due NEXT CLASS)
2. Study for Biotechnology Unit Assess.
3. Gather snails (at least 6) by 12/14
1. Gather snails (at least 6) by 12/14
1. Work on Group Final Lab NB
1. Complete Group Final Lab NB
Have a happy and safe winter break!
Assessment
Biotechnology Unit Performance Expectations & Science and Engineering Practices (SEP)
HS- LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for
characteristics traits passed from parents to offspring.
SEP2: Developing and using models
● Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system
in order to select or revise a model that best fits the evidence or design criteria.
SEP3: Planning and carrying out investigations
● Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for
evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to
problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure
variables are controlled.
● Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of
environmental, social, and personal impacts.
● Select appropriate tools to collect, record, analyze, and evaluate data.
● Make directional hypotheses that specify what happens to a dependent variable when an independent variable is
manipulated.
SEP4: Analyzing and interpreting data
● Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid
and reliable scientific claims or determine an optimal design solution.
● Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting
data.
SEP8: Obtaining, evaluating, and communicating information
● Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or
to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
● Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing
the evidence and usefulness of each source.
● Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of
development and the design and performance of a proposed process or system) in multiple formats (i.e., orally,
graphically, textually, mathematically).
1. Describe the properties of carbon that make it the building block of life.
2. Diagram the carbon cycle. Provide a brief explanation of each process.
3. Name the four important organic molecules.
4. Describe the structure of DNA.
5. Draw a DNA strand with the nucleotide sequence AAGCTA.
What would the complementary strand look like?
6. Define biotechnology.
7. Explain the function of restriction enzymes.
8. Explain the process of separating DNA fragments by
gel electrophoresis.
9. Describe how restriction enzymes and gel
electrophoresis are used to create a DNA fingerprint.
10. List some uses of DNA fingerprints.
11. Define bioengineering.
12. Explain the relationship between recombinant DNA and
transgenic organisms.
13. Using the sheep diagram, explain the process of cloning.
14. List the four materials needed for polymerase chain reaction (PCR).
15. Describe PCR.
16. Evaluate websites for accuracy, authority, objectivity, currency, and coverage.
17. Use gel electrophoresis to generate a DNA fingerprint.
Key Vocabulary
1. carbon
2. cellular respiration
3. photosynthesis
4. DNA
5. A-T
6. C-G
7. nucleotide
8. biotechnology
9. restriction enzymes
10. gel electrophoresis
11. DNA fingerprint
12. bioengineering
13. recombinant DNA
14. transgenic
15. clone
16. polymerase chain reaction
Unit 3 Assessment - 100 points
1. Group (50 points); Individual (50 points; 25 multiple choice)
Extension Opportunities for Unit 3 – due December 2
1. Biotechnology/Bioengineering Careers Poster (2 careers): 8.5” x 11”, should include but not limited to - a description of
the career, responsibilities/duties, education required (schooling, degrees, etc.), average salary, 3 additional/interesting
facts, 2 visuals with captions, sources used --- IN YOUR OWN WORDS!!!
2. Biotechnology/Bioengineering Ethical Issue (Digital or Print) – 2-3 pages, should include but not limited to - a general
description of issue, pro and con arguments, your opinion backed up with evidence from your research, sources used
Future AP Biology Students: FOSL Portfolio – due December 14
● Select 3 extension activities completed during the semester that best demonstrate your ability to think critically, or that show
growth over the semester.
● Briefly describe (1 typed paragraph/extension) why each extension was chosen for portfolio submission - use form in AP
Biology Candidate Documents folder
● Complete and attach the Portfolio Cover Sheet to your 3 extension rubrics and extension projects (for written extensions only)
● Turn in completed portfolio by December 14