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Biotechnical Engineering Honors Semester 1 Overview
 Course Number: SC.BIOEN1H

Overview
View the Video Introduction. In this laboratory-based course, you will apply biological and engineering concepts to select materials and design processes that measure, repair, improve, and extend living systems. It includes experiences from the diverse fields of biotechnology, bioengineering, biomedical engineering, and bimolecular engineering. Lessons focus on  engineering design problems that can be accomplished in a high school setting related to biomechanics, cardiovascular engineering, genetic engineering, agricultural biotechnology, tissue engineering, biomedical devises, human interface, bioprocess engineering, forensics, and bioethics. 

Prerequisite: Principles of Engineering 1,2; Biology 1,2; Chemistry 1,2 or concurrently with Chemistry

Course Length: 2 Semesters  Period Length: 1 Grade Level:  11-12 Credit per Semester: 1.0 Additional Credit Information:1.0 Science or elective honors credit

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

Scientific Process

  • After a review of available and pertinent information, scientists formulate a hypothesis.
    A scientific investigation uses a repeatable procedure to explore one independent variable and proper constants or controls.

  • Technology in a scientific investigation allows scientists to quantify observations for analysis.

  • Scientists recognize and strive to limit sources of error or uncertainty. Scientific explanations and concepts change over time to reflect new evidence. Scientific results are supported by experimental evidence and explained using scientific concepts. Scientists share information to collaborate and extend knowledge. Scientists collaborate in order to identify alternative explanations and models for the results observed in an investigation. A scientific theory is a hypothesis that has been repeatedly tested and is generally accepted by most scientists.
    Safety is a primary concern with all laboratory techniques.

  • Scientists use evidence gained through scientific processes to explain the natural world.

Life Science

  • Living things must be in balance with each other and with their environment. Adaptations in living things direct the way a species fits in its environment. There is unity and diversity among living things. A. Living things must strive for balance with each other and their environment. B. Species change over time by a process known as evolution.

  • Energy flows and matter cycles through living systems. Living organisms build and breakdown molecules. Building usually takes energy while breaking down releases it. In living organisms, materials move from high concentration to low concentration. Living things strive for balance with each other and their environment.

  • Cells have structures that underlie their functions.
    Humans are composed of specialized cells, tissues, organs and organ systems that work together. Cells come from cells. In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA.
    A. In all organisms, the instructions for specifying the characteristics of the organism (genes) are carried in DNA. B. Mutations can be helpful, harmful or have no affect on cells and organisms. C. Society will determine the role of biotechnology.
    In all organisms, the instructions for specifying the characteristics of the organism (genes) are carried in DNA. Genetically diverse populations are more likely to survive changing environments
    Infections can be viral or bacterial in nature and can be transmitted through environmental factors or from one organism to another. Non-infectious disease have genetic or environmental origins.

Science and Technology

  • The implementation of any technology and the development of any resource has both benefits and consequences. Technology uses scientific principles to make things and to make things better. The two fields reinforce one another. Science and technology enhance the work we do.

  • Recognizing bias and opinion is important when processing scientific information.
    Scientists communicate about and critique each others work.

  • By analyzing data, systematic patterns and trends can be discovered. Many natural processes are cyclic.
    A system is composed of discrete parts that are interrelated. Natural cycles respond to internal and external influences. Some quantities in nature change continuously by a constant factor and can be described by exponential functions.

  • A valid hypothesis or theory must accommodate new data or the hypothesis or theory must be changed.
    The interdependent fields of science are connected through a particular way of knowing.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

Scientific Process

  • Why do scientists generate hypotheses? What makes a science question testable?
    Why do scientists investigate one independent variable at a time? Why must a scientific procedure be repeatable? What kind of measurements are made in a scientific investigation? What tools can be used to make measurements? What constitutes scientific evidence? What makes data valid and reliable?
    Why is it important to continuously evaluate and revise scientific explanations and models?
    What makes a scientific conclusion valid and reliable? What is the importance of written communication in a scientific investigation? Why might there be alternative explanations and models? What is the importance of identifying alternative explanations and models? How do theories change over time? How does a scientific hypothesis drive an investigation?

  • What are safe laboratory practices?

  • What constitutes scientific evidence? What makes data valid and reliable? Scientists use models to help explain natural systems and to predict the behavior of systems under given circumstances.

Life Science

  • What interrelationships exist between organisms, populations, communities, ecosystems and biomes?
    What role does adaptation play in an organism's ability to survive in a particular environment? How are living things related? How do population dynamics affect the survival of a species in a new environment?

  • How do organisms capture, store, use and release energy? How are molecules made and broken down in living things? How are materials transported within an organism?

  • How does matter cycle and energy flow through different levels of organization in an ecosystem?

  • How do cells function and how have structures adapted to perform these functions? What is the relationship between the structure and function of cells, tissues, organs, organ systems and organisms? What cellular processes are involved in reproduction and growth in an organism?

  • How do the chemical and physical properties of DNA explain how the genetic information is encoded for genes and replicated?
    A. How does DNA provide for both continuity and diversity within a population?
    B. How does the continuing operation of natural selection on new characteristics and changing environments produce diversity among populations?
    C. Should biotechnology always be used just because it can?

  • How are traits passed on? How does biodiversity effect the survival of a population during environmental changes? How are diseases transmitted and what determines whether they are infectious or non-infectious

Science and Technology

  • Which drives which, science or technology?
    When will we run out of our natural resources? When is technology a 'good thing' and when is it a 'bad thing'?
    How are science and technology used in the (teenage) workplace?

Processes and Connections

  • What constitutes scientific evidence? Why do scientists share their work?

  • Why is it important to recognize patterns and trends in scientific data?

  • How do cycles start and stop?

  • How are systems kept in balance?

  • Can the dynamics of natural cycles be predicted?

  • How are models used to increase our understanding of the natural world?

  • How are exponential functions useful in biological sciences?

  • How do hypotheses and theories change over time?

  • Where are the boundaries of various science disciplines? (e.g. Where does biology end and chemistry begin? Where does chemistry/Molecular genetics end and genetics/Mendelian begin?)

Standards
Highest Frequency Standards High Frequency Standards Other Standards & E-skills

 

Standard 1: Students apply the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
Standard 1 Benchmarks:      Grades 9-12
1. ask questions and state hypotheses using prior scientific knowledge to help design and guide development and implementation of a scientific investigation
2. select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation
3. identify major sources of error or uncertainty within an investigation (for example: particular measuring devices and experimental procedures)
4. recognize and analyze alternative explanations and models
5. construct and revise scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables
6. communicate and evaluate scientific thinking that leads to particular conclusions

 

Standard 2: Physical Science: Student know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)
Standard 2 Benchmarks:     Grades 9-12
1. elements can be organized by their physical and chemical properties (Periodic Table)
2. the spatial configuration of atoms and the structure of the atoms in a molecule determine the chemical properties of the substance
3. there are observable and measurable physical and chemical properties that allow one to compare, contrast, and separate substances (for example: pH, melting point, conductivity, magnetic attraction)
4. word and chemical equations are used to relate observed changes in matter to its composition and structure (for example: conservation of matter)
5. quantitative relationships involved with thermal energy can be identified, measured, calculated and involving mass, specific heat, and change in temperature of matter )
6. energy can be transferred through a variety of mechanisms and in any change some energy is lost as heat (for example: conduction, convection, radiation, motion, electricity, chemical bonding changes)
7. light and sound waves have distinct properties; frequency, wavelengths and amplitude
8. quantities that demonstrate conservation of mass and conservation of energy in physical interactions can be measured and calculated
9. Newton’s Three Laws of Motion explain the relationship between the forces acting on an object, the object’s mass, and changes in its motion 

Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology – anatomy, Physiology, Botany, Zoology, Ecology)
Standard 3 Benchmarks:     Grades 9-12
3. there is a purpose of synthesis and breakdown of macromolecules in an organism (for example: carbohydrates, lipids, amino acids serve as building blocks of proteins; carbon dioxide and water are the photosynthesis)

Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Standard 5 Benchmarks:     Grades 9-12
1. print and visual media can be evaluated for scientific evidence, bias, or opinion
2. the scientific way of knowing uses a critique and consensus process (for example: peer review, openness to criticism, logical arguments, skepticism)
3. graphs, equations or other models are used to analyze systems involving change and constancy (for example: comparing the geologic time scale to shorter time frame, exponential growth, a mathematical expression for gas behavior; constructing a closed ecosystem such as an aquarium)
4. there are cause-effect relationships within systems (for example: the effect of temperature on gas volume, effect of carbon dioxide level on the greenhouse effect, effects of changing nutrients at the base of a food pyramid)
5. scientific knowledge changes and accumulates over time; usually the changes that take place are small modifications of prior knowledge but major shifts in the scientific view of how the world works do occur
6. interrelationships among science, technology and human activity lead to further discoveries that impact the world in positive and negative ways
7. there is a difference between a scientific theory and a scientific hypothesis

Sample Units

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

  • Semester 1:
  • Semester 2:

Resources
The Secrets of the Sequence Video Series offers an innovative way for students to discover the astounding advances in the life sciences from gene research. All 50 videos have an accompanying classroom-tested lesson that encourages students to further explore the video topics. Each lesson includes background information, state and national science standards, discussion questions and answers, teacher notes and an activity that will ensure a hands-on, “minds-on” experience.

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