Download Bio2H 09 curriculum in folder

PLANNED INSTRUCTION FORMAT
Subject Area: Science/Biology
Strand: 2.0 Biochemistry
Content Strands
2.1 Carbon Chemistry –
Functional Groups and
Macromolecule
Reactions
2.2 Proteins – Categories,
amino acid structures,
levels of folding,
chaperonins
2.3 Nucleic Acids –
Categories, Structure,
and Evolution
2.4 Lipids – Categories and
Structure
2.5 Carbohydrates –
Categories and Structure
STANDARDS:
3.3.12.A,
3.3.10.B, 3.3.12.B,
4.7.10.B
06/25/2017
Grade/Course: Biology 2 Honors
Performance Indicators
The Learner will:
A. Evaluate the significance
of “C” to Organic
Macromolecules –
bonding
ability/formations
B. Examine the connection
between Functional
Groups and Chemical
Properties of
Macromolecules
C. Manipulate Models to
demonstrate
Condensation Synthesis
and Hydrolysis Reactions
D. Diagram Ionization
between functional
groups and Apply to
Amino Acid Zwitterion
formation
E. List and cite examples of
Monomers/Dimers/Polym
ers for each of the
Macromolecule Groups
F. Describe and Diagram the
formation of a peptide
bond in peptide chain
formation
G. Observe the chemistry of
the amino acid R-Groups
in order to categorize
them by chemical
properties
H. Predict how the chemical
properties of the RGroups will lead to
protein folding – 1o,2o,3o,
and 4o levels
I. Examine and Predict the
effects of Temperature,
Assessment Choices









Quiz
Test/Exam
Homework – Various
Handouts and Written
assignments
Activity/Lab Assessments
Written Reflections
Oral Presentations
Classroom Discussions
Participation
Other appropriate
assessments
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
06/25/2017
pH, etc. on enzyme
activity and correlate it to
structure/function
(Connection to AP LAB
– Enzyme Catalysis)
Examine and Predict how
Genetic Mutations will
effect Protein Folding 1o,2o,3o, and 4o levels
Explain how Protein
shape reflects function
using examples in the
human body – Ex. PKU –
be able to explain how
disorders can be linked to
amino acid order and
enzyme structure Ex.
Sickle Cell Anemia
Distinguish between
Denaturation,
Degradation, and
Dissociation in relation to
protein structure
Derive the function and
need of
chaperones/chaperonins
by analyzing a diagram of
them in use
Identify the different jobs
done by Chaperones in
your cells
Justify why Heat Shock
Proteins is a misleading
term for Chaperones
Identify the components
of a Nucleotide and
distinguish which
components vary in
relation to DNA
nucleotides vs. RNA
nucleotides
Examine the difference
between a Purine vs.
Pyrimidine
Examine the difference
between Deoxyribose vs
Ribose
Justify the need to
number the C’s in the 5-C
sugar
T. Compare the Structure of
DNA vs. RNA Polymers
U. Construct an accurate
model of DNA
V. Discuss whether DNA or
RNA came 1st – How
does this relate to the
Central Dogma???
W. Uncover the hidden RNA
World!
X. Compare/Contrast Fatty
Acid Monomers based on
Chemical Composition
Y. Relate the process of
Hydrogenation to TransFats
Z. Relate Triglyceride
Composition to Food
Products
AA. Identify the role of
Fatty Acid Monomers in
Triglycerides,
Phospholipids, and
Prostaglandins
BB. Explain why Terpenes
and Steroids differ from
other Lipid Polymers, but
are still considered Lipids
CC. Evaluate the role of
Prostaglandins in our
bodies – from their
formation to their vast
functions
DD. Explain the effect of
Aspirin on Prostaglandin
Activity
EE. Explain the difference
between
Autocrine/Paracrine vs.
Endocrine/Exocrine
Regulation
FF. Formulate the ratio of
C:H:O in
monosaccharides
GG. Categorize types of
06/25/2017
Isomers based on
Structure (Stereo vs.
Structural)
HH. Offer explanation and
support for Disaccharides
– based on function in
organisms
II. Offer explanation and
support for
Polysaccharides – based
on function in organisms
JJ. Analyze Cellulose and
Levo-Sugar Chemistry in
connection to Isomers
and Enzyme Activity
06/25/2017
PLANNED INSTRUCTION FORMAT
Subject Area: Science/Biology
Strand: 3.0 DNA Discovery & Structure
Content Strands
3.1 Genetic Material
Discovery /
Identification
3.2 DNA Structure Discovery
3.4 Semi-Conservative
Replication
3.4 Use of Micropipettors
3.5 Bacteriophage Isolation
STANDARDS:
3.1.10.B,
3.2.12.B,
3.3.10.B, 3.3.12.B, 3.3.10.C,
3.3.12.C,
3.7.10.C, 3.7.10.D
06/25/2017
Grade/Course: Biology 2 Honors
Performance Indicators
The Learner will:
A. Analyze Hammerling’s
Experiment from the
approach of the Scientific
Method
B. Identify the Model
Organism Used in
Hammerling’s
Experiment and Relate to
WHY it is key to the
Experiment
C. Diagram the Procedure of
Hammerling’s
Experiment and Explain
what is occurring in each
step
D. Verify the results of
Hammerling’s
experiment and validate
the contribution made to
the ID of the Genetic
Material
E. Analyze
Briggs/King/Gurdon’s
Experiment from the
approach of the Scientific
Method
F. Identify the Model
Organism Used in
Briggs/King/Gurdon’s
Experiment and Relate to
WHY it is key to the
Experiment
G. Diagram the Procedure of
Briggs/King/Gurdon’s
Experiment and Explain
what is occurring in each
step
H. Verify the results of
Briggs/King/Gurdon’s
experiment and validate
the contribution made to
Assessment Choices









Quiz
Test/Exam
Homework – Various
Handouts and Written
assignments
Activity/Lab Assessments
Written Reflections
Oral Presentations
Classroom Discussions
Participation
Other appropriate
assessments
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
06/25/2017
the ID of the Genetic
Material
Analyze Griffith’s
Experiment from the
approach of the Scientific
Method
Identify the Model
Organism Used in
Griffith’s Experiment and
Relate to WHY it is key
to the Experiment
Diagram the Procedure of
Griffith’s Experiment and
Explain what is occurring
in each step
Verify the results of
Griffith’s experiment and
validate the contribution
made to the ID of the
Genetic Material
Deduce how Avery could
use Griffith’s Experiment
to then Prove that DNA is
the Genetic Material
Analyze Hershey/Chase’s
Experiment from the
approach of the Scientific
Method
Identify the Model
Organism Used in
Hershey/Chase’s
Experiment and Relate to
WHY it is key to the
Experiment
Diagram the Procedure of
Hershey/Chase’s
Experiment and Explain
what is occurring in each
step
Verify the results of
Hershey/Chase’s
experiment and validate
the contribution made to
the ID of the Genetic
Material
Explain Miesher’s
Nuclein – why was it
different?
S. Describe Levene’s
Contribution to DNA
Structure
T. Apply Levene’s Carbon
Numbering System to
how DNA is
Read/Written
U. Describe Chargaff’s
Contribution to DNA
Structure
V. Analyze Chargaff’s Data
to support why DNA is
not as simple as Levene
hypothesized
W. Predict %Base
Composition of an
Organism using
Chargaff’s Rules
X. Describe Franklin and
Wilkins’s Contribution to
DNA Structure
Y. Explain what the X-Ray
Diffraction Revealed
Z. Describe Watson/Crick’s
Contribution to DNA
Structure
AA. Deduce how
Chargaff’s Rules,
Levene’s Nucleotide, and
Franklin/Wilkins’s Image
all lead to Watson/Crick’s
final DNA Helix
BB. Examine the Double
Helix Structure and
identify the chemical
components that lead to
putting the structure
together
CC. Analyze Messelson
and Stahl’s Experiment
from the approach of the
Scientific Method
DD. Identify the Model
Organism Used in
Messelson and Stahl’s
Experiment and Relate to
WHY it is key to the
06/25/2017
Experiment
EE. Diagram the Procedure of
Messelson and Stahl’s
Experiment and Explain
what is occurring in each
step
FF. Verify the results of
Messelson and Stahl’s
experiment and validate
why the Conservative and
Dispersive Hypotheses
were rejected and SemiConservative was
accepted
GG. Identify the parts of a
micropipettor and
generate the correlation
between
tips/range/selection for
use
HH. Demonstrate Proper
use of a micropipetor
(p10,p20,p200,p1000),
mini-centrifuge, and
vortex (Prep for AP
Labs – equipment use)
II. Utilize Micropipetors and
Sterile Technique to
perform Lab
JJ. Identify and formulate
how bacteriophages and
Mycobacterium
smegmatis can be useful
model organisms in the
attempt to ID/cure TB
infection
KK. Interpret and Draw
Conclusions on Phage
Isolation Results –
Identify Positive Plaques
LL. Analyze Bacteriophage
Isolation Experiment
from the approach of the
Scientific Method
06/25/2017