FIRST NINE WEEKS Semester 1 1 Aug. 4 1 Introduction to Course Aug. 7 11 5 2 Aug. 14 18 5 Overarching Science Engineering Practices (SEPs) These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. Added 2010 Objective Cells Classroom Expectations/Syllabus/Overview of Course Requirements/Administer Learning Styles Inventories Overview of Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols/procedures SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types of data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. Graphing Construct an explanation of observed relationships between variables. Communicate scientific and/or technical information in various formats. Cite evidence to illustrate how the structure and function of cells are involved in the maintenance of life. (The Cell Theory, Prokaryotic/Eukaryotic Cells, Cell Organelles, and of the Nucleus) 3 Aug. 21 25 5 Gen. 5.1 GEN. 1a.1 Cell Reproduction Model the inheritance of chromosomes through meiotic cell division and demonstrate how meiosis and sexual reproduction lead to genetic variation in populations. NOTE: (Cell Cycle, Mitosis, and Meiosis, Crossing Over) Model the biochemical structure, either 3-D or computerbased, of based on the experimental evidence available to Watson and Crick (Chargaff, 1950; Franklin, 1951). 4 Aug. 28 Sept. 1 5 GEN. 1a.2 GEN. 1a.3 GEN. 1a.4 GEN. 1a.6 GEN. 1a.5 1 st Nine s Continues on the Next Page Explain the importance of the historical experiments that determined that is the heritable material of the cell (Griffith, 1928; Avery, McCarty MacLeod, 1944; Hershey Chase, 1952). Relate the structure of to its specific functions within the cell. Conduct a standard extraction protocol using salt, detergent, and ethanol from various cell types (e.g., plant, animal, fungus). Compare and contrast the consistency and quantity of extracted from various cell types. Investigate the structural differences between the genomes (i.e., circular/linear chromosomes and plasmids) found in prokaryotes and eukaryotes. Enrichment: Use an engineering design process to refine the methodology to optimize the -extraction process for various cell types.*
FIRST NINE WEEKS Semester 1 GEN. 1b.1 Compare and contrast various proposed models of replication (i.e., conservative, semi-conservative, and disruptive). 5 Sept. 5 8 (Sept.4 Labor Day) 4 GEN. 1b. 2 GEN. 1b.3 Replication Evaluate the evidence used to determine the mechanism of replication. Develop and use models to illustrate the mechanics of replication. Microscopically observe and analyze the stages of the cell cycle (G1-S-G2-M) to describe the phenomenon, and identify methods at different cell cycle checkpoints through which the integrity of the code is maintained. 6 Sept. 11 15 7 Sept. 18 22 10 GEN. 2a.1 GEN. 2a.2 GEN. 2a.3 GEN. 2a.4 GEN. 2a.5 Transcription Translation Compare and contrast the structure of RNA to and relate this structure to the different function of each molecule. Describe and model how the process of transcription produces RNA from a template in both prokaryotes and eukaryotes. Develop a model to show the relationship between the components involved in the mechanics of translation at the ribosome. Analyze the multiple roles of RNA in translation. Compare the structure and function of trna, rrna, mrna, and snrna. NOTE: (mrna Codon Charts) Enrichment: Evaluate Beadle and Tatum s One Gene-One Enzyme Hypothesis (1941) in the development of the central dogma ( RNA Protein). 8 Sept. 25 29 5 9 Oct. 2 6 5 GEN. 2b.1 GEN. 2b.2 GEN. 2b.3 GEN. 2b.4 Mutations Explain how new discoveries, such as alternate splicing of introns, have led to the revision of the central dogma. Identify factors that cause mutations (e.g., environmental, errors in replication, and viral infections). Explain how these mutations may result in changes in protein structure and function. (Gene Chromosomal) NOTE: (Gene insertion, deletion, substitution, point, frameshift) NOTE: (Chromosomal deletion, duplication, inversion translocation; nondisjunction) NOTE: Occurrence and significance of genetic disorders such as sickle cell anemia, Tay-Sachs disorder, cystic fibrosis, Down Syndrome, Klinefelter s, Turner Syndrome, etc. NOTE: (Karyotypes) Describe cellular mechanisms that can help to minimize mutations (e.g., cell cycle checkpoints, polymerase proofreading, and repair enzymes). Investigate the role of mutations and the loss of cell cycle regulation in the development of cancers. 1 st Nine s Exam
SECOND NINE WEEKS Semester 1 1 Oct. 9 10 (Oct. 11-Parent Conf.) (Oct. 12 13 Fall Break.) GEN. 4.1 Demonstrate Mendel s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios. NOTE: (Punnett Squares and Monohybrid Crosses) 2 Oct. 16 20 3 Oct. 23 27 12 GEN. 4.2 GEN. 4.3 GEN. 4.4 Mendelian Illustrate Mendel s law of independent assortment by analyzing multi-trait cross data sets for patterns and trends. NOTE: (Dihybrid and Trihybrid Crosses, etc.) Investigate traits that follow non-mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles, autosomal linkage, sex-linkage, polygenic, and epistasis) Construct pedigrees from observed phenotypes. 4 Oct. 30 Nov. 3 5 5 Nov. 6 10 5 6 Nov. 13 17 5 7 Nov. 27 Dec. 1 5 8 Dec. 4 8 5 9 Dec. 9 15 5 10 Dec. 18 21 (Dec. 21, 60% Day) 4 GEN. 4.5 GEN.3.1 GEN.3.2 GEN.5.2 GEN.5.3 GEN.5.4 GEN.3.3 GEN.3.4 GEN.5.5 GEN.5.6 GEN.5.7 Analyze and interpret data to determine patterns of inheritance and disease risk. Enrichment: Construct maps of genes on a chromosome based on data obtained from 2-and/or 3-point crosses or from recombination frequencies. Explain and demonstrate the use of various tools and techniques of manipulation and their applications in Forensics (e.g., paternity and victim/suspect identification), Agriculture (e.g., pesticide or herbicide resistance, improved yields, and improved nutritional value) Personalized medicine (e.g., targeted therapies, cancer treatment, production of insulin and human growth hormone, and engineering insect vectors of human parasites) Experimentally demonstrate genetic transformation, protein purification, and/or gel electrophoresis. Explain how natural selection acts upon genetic variability within a population and may lead to changes in allelic frequencies over time and evolutionary changes in populations Describe processes that cause changes in allelic frequencies (e.g., nonrandom mating, small population size, immigration and emigration, genetic drift, and mutation). Apply the Hardy-Weinberg formula to analyze changes in allelic frequencies due to natural selection in a population. Relate these changes to the environmental fitness of the phenotypes. Enrichment: Use an engineering design process to refine methodology and optimize the process of genetic transformation, protein purification, and/or gel electrophoresis.* Enrichment: Develop logical arguments based on scientific evidence for and against ethical concerns regarding biotechnology/bioengineering. Enrichment: Analyze computer simulations of the effects of natural selection on allelic frequencies in a population. Enrichment: Apply the concept of natural selection to analyze differences in human populations (e.g., skin color, lactose persistence, sickle cell anemia, and malaria). Enrichment: Use genomic databases for sequence analysis and apply the information to species comparisons, evolutionary relationships, and/or determine the molecular basis of inherited disorders. Final Exam
THIRD NINE WEEKS Semester 2 1 Jan. 8 12 5 2 Jan. 16 19 (Jan. 15, MLK) 3 Jan. 22 26 5 4 Introduction to Course Overarching Science Engineering Practices (SEPs) These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. Added 2010 Objective Gen. 5.1 GEN. 1a.1 Cells Cell Reproduction Classroom Expectations/Syllabus/Overview of Course Requirements/Administer Learning Styles Inventories Overview of Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols/procedures SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types of data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. Graphing Construct an explanation of observed relationships between variables. Communicate scientific and/or technical information in various formats. Cite evidence to illustrate how the structure and function of cells are involved in the maintenance of life. (The Cell Theory, Prokaryotic/Eukaryotic Cells, Cell Organelles, and of the Nucleus) Model the inheritance of chromosomes through meiotic cell division and demonstrate how meiosis and sexual reproduction lead to genetic variation in populations. NOTE: (Cell Cycle, Mitosis, and Meiosis, Crossing Over) Model the biochemical structure, either 3-D or computerbased, of based on the experimental evidence available to Watson and Crick (Chargaff, 1950; Franklin, 1951). 4 Jan. 29 Feb. 02 5 GEN. 1a.2 GEN. 1a.3 GEN. 1a.4 GEN. 1a.6 GEN. 1a.5 3 rd Nine s Continues on the Next Page Explain the importance of the historical experiments that determined that is the heritable material of the cell (Griffith, 1928; Avery, McCarty MacLeod, 1944; Hershey Chase, 1952). Relate the structure of to its specific functions within the cell. Conduct a standard extraction protocol using salt, detergent, and ethanol from various cell types (e.g., plant, animal, fungus). Compare and contrast the consistency and quantity of extracted from various cell types. Investigate the structural differences between the genomes (i.e., circular/linear chromosomes and plasmids) found in prokaryotes and eukaryotes. Enrichment: Use an engineering design process to refine the methodology to optimize the -extraction process for various cell types.*
THIRD NINE WEEKS Semester 2 5 Feb. 05 09 5 GEN. 1b.1 GEN. 1b. 2 GEN. 1b.3 Replication Compare and contrast various proposed models of replication (i.e., conservative, semi-conservative, and disruptive). Evaluate the evidence used to determine the mechanism of replication. Develop and use models to illustrate the mechanics of replication. Microscopically observe and analyze the stages of the cell cycle (G1-S-G2-M) to describe the phenomenon, and identify methods at different cell cycle checkpoints through which the integrity of the code is maintained. 6 Feb. 12 16 7 Feb. 20 23 (Feb. 19, Pres. Day) 9 GEN. 2a.1 GEN. 2a.2 GEN. 2a.3 GEN. 2a.4 GEN. 2a.5 Transcription Translation Compare and contrast the structure of RNA to and relate this structure to the different function of each molecule. Describe and model how the process of transcription produces RNA from a template in both prokaryotes and eukaryotes. Develop a model to show the relationship between the components involved in the mechanics of translation at the ribosome. Analyze the multiple roles of RNA in translation. Compare the structure and function of trna, rrna, mrna, and snrna. NOTE: (mrna Codon Charts) Enrichment: Evaluate Beadle and Tatum s One Gene-One Enzyme Hypothesis (1941) in the development of the central dogma ( RNA Protein). 8 Feb. 26 Mar. 2 5 9 Mar. 5 9 5 GEN. 2b.1 GEN. 2b.2 GEN. 2b.3 GEN. 2b.4 Mutations Explain how new discoveries, such as alternate splicing of introns, have led to the revision of the central dogma. Identify factors that cause mutations (e.g., environmental, errors in replication, and viral infections). Explain how these mutations may result in changes in protein structure and function. (Gene Chromosomal) NOTE: (Gene insertion, deletion, substitution, point, frameshift) NOTE: (Chromosomal deletion, duplication, inversion translocation; nondisjunction) NOTE: Occurrence and significance of genetic disorders such as sickle cell anemia, Tay-Sachs disorder, cystic fibrosis, Down Syndrome, Klinefelter s, Turner Syndrome, etc. NOTE: (Karyotypes) Describe cellular mechanisms that can help to minimize mutations (e.g., cell cycle checkpoints, polymerase proofreading, and repair enzymes). Investigate the role of mutations and the loss of cell cycle regulation in the development of cancers. 3 rd Nine s Exam
FOURTH NINE WEEKS Semester 2 1 Mar. 19 23 GEN. 4.1 Demonstrate Mendel s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios. NOTE: (Punnett Squares and Monohybrid Crosses) 2 Mar. 26 29 (Mar. 30, Good Friday) 3 Apr. 3 6 (Apr. 2, Easter Monday) 13 GEN. 4.2 GEN. 4.3 GEN. 4.4 Mendelian Illustrate Mendel s law of independent assortment by analyzing multi-trait cross data sets for patterns and trends. NOTE: (Dihybrid and Trihybrid Crosses, etc.) Investigate traits that follow non-mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles, autosomal linkage, sex-linkage, polygenic, and epistasis) Construct pedigrees from observed phenotypes. 4 Apr. 9 13 5 5 Apr. 16 20 5 6 Apr. 23 27 5 7 Apr. 30 May 4 5 GEN. 4.5 GEN.3.1 GEN.3.2 GEN.5.2 GEN.5.3 GEN.5.4 Analyze and interpret data to determine patterns of inheritance and disease risk. Enrichment: Construct maps of genes on a chromosome based on data obtained from 2-and/or 3-point crosses or from recombination frequencies. Explain and demonstrate the use of various tools and techniques of manipulation and their applications in Forensics (e.g., paternity and victim/suspect identification), Agriculture (e.g., pesticide or herbicide resistance, improved yields, and improved nutritional value) Personalized medicine (e.g., targeted therapies, cancer treatment, production of insulin and human growth hormone, and engineering insect vectors of human parasites) Experimentally demonstrate genetic transformation, protein purification, and/or gel electrophoresis. Explain how natural selection acts upon genetic variability within a population and may lead to changes in allelic frequencies over time and evolutionary changes in populations Describe processes that cause changes in allelic frequencies (e.g., nonrandom mating, small population size, immigration and emigration, genetic drift, and mutation). Apply the Hardy-Weinberg formula to analyze changes in allelic frequencies due to natural selection in a population. Relate these changes to the environmental fitness of the phenotypes 8 May 7 11 5 9 May 14 18 5 10 May 21 25 5 GEN.3.3 GEN.3.4 GEN.5.5 GEN.5.6 GEN.5.7 Enrichment: Use an engineering design process to refine methodology and optimize the process of genetic transformation, protein purification, and/or gel electrophoresis.* Enrichment: Develop logical arguments based on scientific evidence for and against ethical concerns regarding biotechnology/bioengineering. Enrichment: Analyze computer simulations of the effects of natural selection on allelic frequencies in a population. Enrichment: Apply the concept of natural selection to analyze differences in human populations (e.g., skin color, lactose persistence, sickle cell anemia, and malaria). Enrichment: Use genomic databases for sequence analysis and apply the information to species comparisons, evolutionary relationships, and/or determine the molecular basis of inherited disorders. Final Exam
MS College and Career-Readiness Standards for Science 2018 NOTE: It is recommended that students should actively engage in inquiry activities, laboratory experiences, and scientific research (projects) for a minimum of 30% of class time. Objectives identified by Enrichment: are considered enrichment material that may be expanded upon as time permits. Engineering standards are represented in some performance objectives with specific wording that will prompt students to approach learning and exploration using the engineering process. These performance objectives are marked with an * at the end of the statement.