Pierce County Career and Technical Education Partners
Science and Natural Resources
Biotechnology CIP Code # 261201
Clover Park School District Course #401701-2
Curriculum Framework
Course Overview
Biotechnology is a full-year exploratory course in the Science and Natural Resources Career Pathway designed for 11th and 12th grade students. The course can count as either 1.0 lab science or occupational credit. Biotechnology is conducted in a manner that meets the standards for Career and Technical Education as defined by the Office of the State Superintendent of Public Instruction.
Course of Study Description
The Biotechnology course is a full-year course designed to be the equivalent of a one-semester, introductory college course in biotechnology. Unlike most other introductory-level college science courses, biotechnology is offered from a wide variety of disciplines, including biology, environmental science, chemistry, and forensic science. The Biotechnology course is a rigorous science course that stresses scientific principles, skills, and analyses through lecture and laboratory experiences. This course is intended to enable students to undertake, as first-year college students, more advanced study of topics in biotechnology or, alternatively, to fulfill a basic requirement for a laboratory science and thus free time for taking other courses.
Essential Questions
1. Why is project documentation necessary to solve complex design problems and provide accurate communication?
2. Why is it critical that lab instruments are giving reliable results (precise) and are representative (accurate) of what they are supposed to measure?
3. Why must workers in a biotechnical laboratory follow safety procedures to protect themselves and others?
4. Why is the rapid rate of new biological discoveries due in a large part to scientists’ knowledge and use of engineering concepts?
5. How are the fields of biotechnology interconnected by the common elements of living organisms?
6. Why is technology in the life sciences studied by considering the impact of new technologies and the potential to benefit or harm living systems?
7. How do bioethical issues involve questions of responsibility and obligations to others?
8. Does making decisions about the use of technology involve weighing the trade-offs between the positive and negative effects?
9. How can engineers provide the technological advances necessary for the identification and processing of DNA?
10. How have advances in the techniques of DNA sequence analysis and DNA amplification revolutionized medicine and forensic science?
11. What is the wealth of DNA sequence information that has recently led to the development of a new field in biotechnology called bioinformatics?
12. How can whole organisms be used as bioreactors to produce useful products instead of practicing complex synthetic approaches in the laboratory?
13. How are chemostats important tools of process engineers that require aseptic techniques and a thorough understanding of microbial metabolism?
14. How can bioprocessing lead to novel approaches of renewable energy?
15. How do well-designed systems improve product yield while decreasing overhead costs?
16. Why must continued product evaluation exist to improve equipment and meet the needs of patients?
17. Why must continued education exist in order to advance with changes in technology?
Washington State Standards, EALRs and GLEs Taught and Assessed in this CourseThese standards should be practiced in each unit of this course.
Science
Students know that:
9-12 SYSA Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system.
9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible.
9-12 SYSC In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible.
9-12 SYSD Systems can be changing or in equilibrium.
9-12 INQA (Question): Scientists generate and evaluate questions to investigate the natural world.
9-12 INQB (Investigate) Scientific progress requires the use of various methods appropriate for answering different kinds of research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data.
9-12 INQC (Explain) Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-12 INQD (Communicate Clearly) The methods and procedures that scientists use to obtain evidence must be clearly reported to enhance opportunities for further investigation
9-12 INQE (Model) The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions.
9-12 INQF (Communicate) Science is a human endeavor that involves logical reasoning and creativity and entails the testing, revision, and occasional discarding of theories as new evidence comes to light.
9-12 INQG (Intellectual Honesty) Public communication among scientists is an essential aspect of research. Scientists evaluate the validity of one another’s investigations, check the reliability of results, and explain inconsistencies in findings.
9-12 INQH (Intellectual Honesty) Scientists carefully evaluate sources of information for reliability before using that information. When referring to the ideas or findings of others, they cite their sources of information.
9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded.
9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions.
9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design.
9-12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
9-12 APPE Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not.
9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society.
SKILLS
These standards should be practiced throughout each unit of this course, depending on individual student needs and interests.
Leadership
1.1 The student will analyze, refine and apply decision-making skills through classroom, family, community and business and industry (work related) experiences.
1.2 The student will identify and analyze the characteristics of family, community, business and industry leaders.
1.3 The student will demonstrate oral, interpersonal, written and electronic communications and presentation skills and understand how to apply those skills.
1.4 The student will apply leadership skills in real world, family, community and business and industry applications.
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions.
1.6 The student will demonstrate self-advocacy skills by achieving planned, individual goals.
1.7 The student will conduct self in a professional manner in practical career applications, organizational forums and decision-making bodies.
2.1 The student will communicate, participate and advocate effectively in pairs, small groups, teams and large groups in order to reach common goals.
2.2 The student will demonstrate knowledge of conflict resolution and challenge management.
2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow.
2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community and business and industry.
2.5 The student will demonstrate a working knowledge of parliamentary procedure.
2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts and involve members of a group to assure that a pre-planned group activity is completed.
2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale and consequences and to follow those rules and expectations.
2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings.
3.0 Community and Careers Leadership
3.1 The student will analyze the roles and responsibilities of citizenship.
3.2 The student will demonstrate social responsibility in family, community and business and industry.
3.3 The student will understand their role, participate in and evaluate community service and service learning activities.
3.4 The students will understand the organizational skills necessary to be a successful leader and citizen and practices those skills in real-life.
3.5 The student will understand and utilize organizational systems to advocate for issues at the local, state, national and international level.
3.6 The student will understand the importance and utilize the components and structure of community-based organizations.
3.7 The student will participate in the development of a program of work or strategic plan and will work to implement the organization's goals.
Employability
1.1 The student will demonstrate the ability to identify, organize, plan, and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space, and staff.
A. Time – Select goal-relevant activities, rank them, allocate time, and prepare and follow schedules.
B. Money – Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives.
C. Materials and Facilities – Acquire, store, allocate, and use materials or space efficiently.
D. Human Resources – Assess skills and distribute work accordingly, evaluate performance and provide feedback.
1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the student can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.
A. Acquire and Evaluate information
B. Organize and Maintain
C. Interpret and Communicate information
D. Use Computer to process information
1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design and improve systems.
A. Understand Systems – Know how social, organizational, and technological systems work and operate with them
B. Monitor and Correct Performance – Distinguish trends, predict impacts on system operations, diagnose deviations in systems’ performance and corrects malfunction
C. Improve or Design Systems – Suggest modifications to existing systems and develop new or alternative systems to improve performance
1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.
A. Select Technology – Choose procedures, tools or equipment including computers and related technologies
B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment
C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies
Supervised Agricultural Experience
01.01. The Students will establish and conduct Supervised Agriculture Experience Projects (SAE) as an integral part of an Agriculture Education program
A. Explain the history of SAE.
B. Explain the benefits of SAE projects to skill development, leadership and career success.
C. Explain the connection between SAE and FFA.
D. Explain the five types of SAE. (Entrepreneurship, Placement, Research, Exploratory, Improvement)
E. Explore ideas for SAE projects.
F. Explain how SAE projects support academic achievement.
G. Select and establish an SAE project.
H. Explain and keep records on established SAE projects.
I. Explain SAE project Supervision, visitation and assessment.
J. Explain how SAE projects benefit the community.
K. Seek recognition for SAE project accomplishments.
Equivalency/Dual Credit
This course is equivalent to 1.0 lab science credit for Clover Park School District Students.
A student earning a “B” grade or better may earn college credit at the following college(s):
Bates Technical College, BTLT 132, College Course Credits - 5
Unit Outline
Hours
Unit 1: Introduction to Biotechnology and Supervised Agricultural Experience (SAE) 25
Unit 2: DNA Science/Structure and Function 30
Unit 3: Gel Electrophoresis/Manipulation and Analysis of DNA 30
Unit 4: PCR (Polymerase Chain Reaction and DNA Sequencing 30
Unit 5: Microbiology/Transformation/Genetic Engineering 30
Unit 6: Bioethics/Societal Issues 20
Unit 7: Careers in Biotechnology 15
Total 180
Unit 1: Introduction to Biotechnology 25 HoursStandards and Competencies / Performance Assessments / Teaching Strategies
1.1 Investigate current applications of biotechnology.
1.2 Research and report on current work being done in biotechnology.
1.3 Define biotechnology and explore the historical impact it has had on the world
1.4 Create a timeline and use it to explain the developmental progression of biotechnology.
1.5 Students will understand and practice lab safety
1.6 Students will work ethically in all academic, laboratory and career settings.
1.7 Students will be able to access and utilize information in databases to support their investigational research.
1.8 Maintain a biotechnology laboratory notebook.
1.9 Students will understand and be able to use definitions related to biotechnology
1.18 Students will demonstrate the ability to use various measurement techniques
1.19 Students will be familiar with the names and functions of basic biotechnology equipment
1.20 Demonstrate aseptic techniques in the biotechnology laboratory.
1.21 Select or develop an appropriate standard operating procedure for working with biological materials and processes.
1.22 Prepare simple chemical solutions using standard operating procedures.
1.23 Identify and describe hazards associated with biological and chemical materials.
1.24 Students will establish and conduct Supervised Agriculture Experience Projects (SAE) as an integral part of an Agriculture Education program throughout the course. / · Students will recognize the historical, social, cultural and potential applications of biotechnology, through discussion, projects and exams.
· Maintain and interpret biotechnology SAE laboratory records.