Nov 28, 2023
PCADE 061 Biology with Lab (ESL) (5 credits)
Prerequisite Physical Science or a non lab science on high school transcript.
This course will grant students a deeper understanding of the processes involved in regulating the properties of life, starting with basic cellular processes, to the expression of genes that results in biodiversity as we know it. This course integrates technology, reading, writing, listening, speaking, and critical thinking skills around assignments and activities focusing on biology. Lab included.
1. Describe the concepts and terminology associated with the scientific method and apply them to different laboratory and written assignments throughout the quarter.
2. Identify the characteristics of life in different organisms and situations.
3. Explore how structure/function relationships determine the hierarchical organization of different interacting systems.
4. Describe the structure and function of atoms, isotopes, ions and molecules; define the monomer and arrangements into polymers of carbohydrates, lipids, proteins, nucleic acids, ATP, and describe their roles in biological chemistry.
5. Identify cell organelles and describe their functions.
6. Examine the role of the plasma membrane in facilitating movement of materials into and out of the cell through different modes of transport.
7. Predict particle movement under different environmental circumstances and plan an investigation to test these hypotheses.
8. Define energy and discuss the importance of ATP as a driver of all cellular processes.
9. Construct a model that explains how the molecular processes of cellular respiration fuel life through the generation and recycling of energy and biomolecules.
a. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
b. HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
c. 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.
10. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (HS-LS1-5)
a. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
b. HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
11. Utilize appropriate terminology to compare and contrast the processes of somatic and germ cell division and evaluate their respective roles in the life of an organism.
a. HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
12. Apply concepts and evidence of Mendelian genetics within the context of meiotic cell division to explain the development of genetic variations.
a. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Emphasis is on using data to support arguments for the way variation occurs.
b. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
13. Give an overview of the process and outcomes of DNA replication, transcription and translation.
a. HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
b. HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
14. Evaluate scientific evidence indicative of natural selection, adaptation, micro- and macro-evolution.
a. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
b. HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
c. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
d. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
15. Propose and support explanations for species divergence and population evolution using specific case study examples.
a. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
b. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) the competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
16. Evaluate the applications and bioethical concerns of biotechnology.
17. Navigate published data to interpret evidence that supports a particular conclusion.
18. Plan an investigation to provide evidence that feedback mechanisms maintain homeostasis.
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