HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 1 of 21

Hoover City Schools Secondary Curriculum Science, 2006-07

Course Information:

Course Title: Genetics and Biotechnology Grade Level: 11 – 12

Course Description: This course includes the study of the biotechnology techniques used in CSI labs to amplify DNA samples, identify paternity and identity, in addition to conducting techniques used in cloning. Discover the molecular basis of cancer and the mind boggling similarities and differences in humanities appearance and behavior. Explore other topics such as immunology, population and behavioral genetics. Students will engage in multifaceted explorations and investigations from extracting their very own DNA to cloning plants to making bacteria glow in the dark!

State COS Correlate: Genetics Elective Core Calendar Type: Year

Pre-requisite: Chemistry Co-requisite: None

Textbook Title: Human Genetics- Concepts and Applications Textbook Publisher: McGraw Hill

Textbook ISBN: 007305061X Textbook Copy Year: 2007, 7th ed

Accountability Standards: None LEA Curriculum Authors: J. Carden

Date of LEA Approval: Spring 2006

Topical Scope and Sequence:

Unit # 1st Nine Weeks

1 What is Genetics and Biotechnology

Mitosis, The Cell Cycle and Cancer

2 Meiosis and Cytogenetics

3 Gene Transmission – Mendelian Genetics

4 Gene Transmission- Modifications of Mendelian Genetics

Unit # 2nd

Nine Weeks

5 Genetic Recombination and Mapping

6 Structure and Function of DNA/RNA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 2 of 21

Unit # 2nd

Nine Weeks

7 Gene Expression

8 Gene Regulation

Unit # 3rd

Nine Weeks

9 Mutation and Genetic Variation

10 Construction and Analysis of Clones

11 Applications of Biotechnology

Unit # 4th

Nine Weeks

12 Immunology

13 Population Genetics

14 Behavioral Genetics

Units and Outcome-Based Objectives:

Unit 1- Introduction to Genetics, Mitosis The Cell Cycle and Cancer

Essential Questions:

What is the historical impact of genetics on society?

Why is this important to the present and the future of the field of genetics?

What is the connection between the cell cycle and cancer?

Conceptual Connections:

History

Ethics

Health

Experimental Activities:

# Unit 1 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 DNA Extraction 1.5 Inquiry

2 Mitosis Lab 1.2 Experiment

Outcome-Based Objectives:

# Unit 1 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Discuss the historical impact of genetics

on society. Introductory 3 NA

2 Describe the role of mitotic divisions

during growth and repair. Mastery 4 NA

3 Explore the role of the cell cycle as the Mastery 4 NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 3 of 21

# Unit 1 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

underlying cause of cancer.

4 Define genetics and biotechnology. Mastery 3 NA

5

Apply prior knowledge of cell structure

and chemistry to conduct a DNA

extraction.

Introductory NA NA

6 Learn laboratory safety and proper use

of laboratory equipment. Mastery NA NA

Unit 2- Meiosis and Cytogenetics

Essential Questions:

What is the purpose of meiosis?

What may occur as a result of errors in meiosis?

What is cytogenetics?

What is genetic counseling?

Conceptual Connections:

Ethics

Society and Technology

Experimental Activities:

# Unit 2 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Hela Splat 2.3 Experiment

2 Case Study 2.8 Experiment

Outcome-Based Objectives:

# Unit 2 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Describe the role of meiotic divisions in

reproduction. Mastery 4 NA

2 Understand how meiotic errors result in

abnormal phenotypes. Introductory 4 NA

3

Conduct a HeLa splat and study the

further processes required to create a

karyotype.

Introductory 9 NA

4

Look at modern methods for karyotype

analysis and conduct a computer

analysis to diagnose case studies.

Introductory 9 NA

5 Explore the causes and effects of

polyploidy, aneuploidy, and euploidy. Introductory 9 NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 4 of 21

# Unit 2 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

6 Become familiar with prenatal diagnosis

and testing. Introductory 9 NA

7 Discuss ethical implications of prenatal

testing. Introductory 9 NA

8 Analyze a case study as a genetic

counselor. Introductory 9 NA

9 Compare and contrast spermatogenesis

and oogenesis. Mastery 9 NA

Unit 3- Gene Transmission – Mendelian Genetics

Essential Questions:

What is the chromosome theory of inheritance?

What problem solving techniques are used in transmission genetics?

Why is understanding Mendel’s principles important in genetics today?

What is pedigree analysis?

How is pedigree analysis utilizied?

Conceptual Connections:

History

Problem Solving

Experimental Activities:

# Unit 3 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Measuring and Pipetting 3.9 Experiment

2 Gel Electrophoresis Basics 3.9 Experiments

3 Chi- Square 3.5 Inquiry

Outcome-Based Objectives:

# Unit 3 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Conduct monohybrid crosses. Mastery 3 NA

2 Understand the principle of segregation. Mastery 3 NA

3 Understand and apply the concepts of

dominance and recessiveness. Mastery 3 NA

4 Conduct dihybrid crosses. Mastery 3 NA

5 Understand the principle of independent

assortment. Mastery 3 NA

6 Conduct fork-line method crosses. Introductory 5b NA

7 Conduct Chi-Square analysis. Introductory NA NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 5 of 21

# Unit 3 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

8

Learn the genetic and molecular basis of

inherited disorders and the patterns in

which they are inherited.

Introductory 5a NA

9 Look at pedigree construction as a basic

method for studying human genetics. Introductory 5a NA

10 Recognize patterns of inheritance for

given pedigrees. Introductory 5a NA

11 Conduct basic techniques of molecular

biology. Mastery 9 NA

Unit 4- Gene Transmission – Modifications of Mendelian Genetics

Essential Questions:

What are two variations of Mendelian inheritance?

How may an individual’s sex influence inheritance and phenotype?

How many factors other than genotype affect phenotypic expression?

How do twins help us to understand heritability?

What do obesity, skin color and fingerprints have in common?

How do you lift and analyze fingerprints?

Conceptual Connections:

Biotechnology and Society

Forensics

Diversity

Experimental Activities:

# Unit 4 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Basic Aseptic Technique 4.9 Experiment

2 Fingerprinting Lab 4.4 Inquiry

3 Blood Typing Investigation 4.3 Experiment

Outcome-Based Objectives:

# Unit 4 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Identify incomplete dominance,

codominance and multiple alleles. Mastery 5b NA

2 Describe occurrences and effects of sex

linkage. Introductory 6 NA

3 Describe occurrences and effects of

autosomal linkages, crossover, multiple Introductory 6 NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 6 of 21

# Unit 4 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

alleles and polygenes.

4 Describe how environment influences

phenotypic expression. Introductory NA NA

5 Define heritability. Mastery NA NA

6 Conduct basic techniques of

biotechnology. Mastery 9 NA

Unit 5- Genetic Recombination and Mapping

Essential Questions:

What is meant by genetic recombination?

What is gene linkage?

How does crossing over allow us to map genes?

Why is bacterium vital to the study of genetics?

What is transformation and how is it utilized in biotechnology today?

Conceptual Connections:

Biotechnology and Society

Experimental Activities:

# Unit 5 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Gram Staining 5.4 Experiment

2 Transformation of E.Coli with pGlo 5.7 Experiment

3 Protein chromatography of pGlo 5.7 Experiment

Outcome-Based Objectives:

# Unit 5 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Explain gene linkage. Introductory 6 NA

2 Define genetic recombination. Introductory NA NA

3 Apply the principle of recombination

frequency to gene mapping. Introductory NA NA

4 Compare and contrast the types of

bacteria. Mastery NA NA

5 Define the role of bacterial structures. Mastery NA NA

6 Describe bacterial reproduction. Mastery NA NA

7 Explore the role of bacteria in

biotechnology today. Introductory NA NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 7 of 21

Unit 6- Structure and Function of DNA/RNA

Essential Questions:

What is the chemical composition and structure of DNA and RNA ?

How is DNA organized?

What is the mechanism for replication?

What is PCR and how is it utilized in forensic investigations?

Conceptual Connections:

Structure and Function

Organization

Technology and Society

Experimental Activities:

# Unit 6 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 DNA Structure 6.1 Experiment

2 Polymerase Chain Reaction 6.4

6.5 Experiment

Outcome-Based Objectives:

# Unit 6 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Identify the structure and function of

DNA and RNA. Mastery

7

7c NA

2 Explain the structure of eukaryotic

chromosomes. Mastery 8 NA

3 Describe the mechanism for DNA

replication. Introductory 7 NA

4 Describe techniques used for PCR. Introductory 9 NA

5 Identify applications of PCR in

biotechnology. Introductory 9 NA

Unit 7- Gene Expression

Essential Questions:

How are genes organized?

What is The Central Dogma?

What is the genetic code?

What are the mechanisms for transcription and translation?

Conceptual Connections:

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 8 of 21

Organization

Form and function

Experimental Activities:

# Unit 7 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Genetic Code Exploration 7.2 Inquiry

2 Gene Expression Investigation

7.2

7.3

7.4

Experiment

Outcome-Based Objectives:

# Unit 7 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Explain the structure of a gene including

transposons, introns and exons. Mastery 8 NA

2 Apply the genetic code to predict amino

acid sequence. Mastery 7a NA

3 Define the role of RNA in protein

synthesis. Mastery 7c NA

4 Describe the mechanisms for

transcription and translation. Introductory 7 NA

Unit 8- Gene Regulation

Essential Questions:

How are genes regulated?

What are proteins?

What roles do proteins have in the cell?

What are metabolic pathways?

What is the relationship between amino acid mutations, enzyme defects and

phenotypic effects?

What are pharmacogenetics and ecogenetics?

Conceptual Connections:

Form and Function

Organization

Health

Experimental Activities:

# Unit 8 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 9 of 21

# Unit 8 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Protein Structure Investigation 8.2

8.3 Experiment

2 Metabolic Disorders Research 8.5 Project

Outcome-Based Objectives:

# Unit 8 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Describe the methods cells use to

regulate gene expression. Introductory 7b

AHSGE:

x-n

2 Explain the levels of protein structure. Introductory NA NA

3 Explain the relationship between protein

structure and function. Introductory NA NA

4

Identify significant contributions of

biotechnology in agricultural and

medical practices.

Introductory 9 NA

5 Describe the effects of amino acid

mutation on phenotype. Introductory 2 NA

Unit 9- Mutation and Genetic Variation

Essential Questions:

What is a mutation?

What factors cause mutation?

What is the molecular basis of mutations

How are mutations detected?

Conceptual Connections:

Diversity

Health

Experimental Activities:

# Unit 9 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Mutation Investigation 9.1 Inquiry

2 Mutation Exercise 9.4 Experiment

Outcome-Based Objectives:

# Unit 9 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Describe factors such as radiation, Introductory 2 NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 10 of 21

# Unit 9 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

chemicals, and chance that cause

mutations in a population.

2 Describe effects of genetic variability on

adaptations. Introductory 2 NA

3 Describe techniques used to detect

mutations. Introductory 2 NA

4 Describe the role of mutation in cancer. Introductory 2 NA

Unit 10- Construction and Analysis of Clones

Essential Questions:

What are clones?

What are the methods of clone production?

What are the techniques used in cloning?

What is a genetic library?

How are clones characterized?

Conceptual Connections:

Biotechnology and society

Ethics

Experimental Activities:

# Unit 10 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Cloning Technique

10.1

10.2

10.3

Experiment

2 Plant Cloning 10.1

10.4 Experiment

3 Sequencing 10.1

10.4 Experiment

4 Southern Blotting 10.4 Experiment

5 Restriction Mapping 10.4 Experiment

6 DNA Databases 10.5

10.6 Virtual Lab

Outcome-Based Objectives:

# Unit 10 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Describe techniques used with

recombinant DNA. Introductory 9a NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 11 of 21

# Unit 10 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

2 Define a clone. Mastery 9a NA

3 Describe methods of cloning. Introductory 9a NA

4 Describe and conduct techniques for

clone characterization. Introductory 9a NA

5 Access and utilize genetic libraries. Introductory 9a NA

6 Utilize active databanks such as NCBI. Introductory 9a NA

Unit 11- Applications of Biotechnology

Essential Questions:

How have recombinant DNA techniques revolutionized genetic mapping?

What are the applications of DNA fingerprinting?

What are DNA chips?

What is the Human Genome Project?

What are the applications of the Human Genome Project?

What ethical issues surround these most recent advances in biotechnology?

Conceptual Connections:

Bioinformatics

Forensics

Biotechnology and Society

Experimental Activities:

# Unit 11 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 DNA chips 11.3 Virtual lab

2 Gene therapy 11.4 Virtual Lab

3 Molecular Forensics 11.3 Virtual Lab

4 Paternity Lab

11.1

11.2

11.4

Experiment

Outcome-Based Objectives:

# Unit 11 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Define RFLPs and VNTRs and how

they are produced. Introductory 10 NA

2 Explore how RFLPs are utilized. Introductory 10 NA

3

Explain how and why the following

applications are performed:

Prenatal testing, DNA fingerprinting.

Introductory 10 NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 12 of 21

# Unit 11 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

4

Explore the commercial and medical

applications of biotechnology including

bio-pharming, gene therapy, crop and

livestock breeding.

Introductory 10 NA

5 Differentiate among major areas of

biotechnology. Introductory 10 NA

6 Discuss ethical issues raised by

recombinant DNA technology. Introductory

10

P-2 NA

7 Explain the development and purpose of

the Human Genome Project. Introductory 10 NA

8

Analyze results of the Human Genome

Project to predict ethical, social, and

legal implications.

Introductory 10 NA

Unit 12- Viruses and The Immune System

Essential Questions:

How does the immune system protect the body?

What is the immune response?

What is the role of the immune system in transplantation?

Why do we have allergies?

What are viruses and how do they attack the immune system?

What is HIV?

What is epidemiology?

Conceptual Connections:

Health

Form and Function

Biotechnology and society

Experimental Activities:

# Unit 12 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Xenotransplantation 12.4 Project

2 Epidemiology 12.8 Inquiry

3 ELISA Assay 12.9 Virtual Lab

Outcome-Based Objectives:

# Unit 12 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Describe the inflammatory response and

the complement system. Introductory NA NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 13 of 21

# Unit 12 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

2

Explain the mechanism of antibody

formation including the genetic

recombination involved in generating

distinctive antibodies.

Introductory 10b NA

3 Differentiate between antibody-

mediated and cell mediated responses. Introductory NA NA

4

Apply knowledge of importance of

genetics and the immune system in

transplants to the concept of

xenotransplantation.

Introductory 10b NA

5 Explore autoimmune diseases and

allergies. Introductory NA NA

6

Describe the replication of DNA and

RNA viruses, including the lytic and

lysogenic cycles.

Mastery 11 NA

7 Explore viruses and their role in the

immune system. Introductory 11 NA

8 Conduct an epidemiological case study

of transmission. Introductory 10b NA

9 Explore diagnostic testing. Introductory 10b NA

Unit 13- Population Genetics

Essential Questions:

What factors contribute to the diversity of a population?

What is the Hardy-Weinberg principle?

Conceptual Connections:

Diversity

Evolution

Experimental Activities:

# Unit 13 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Hardy-Weinberg

13.2

13.3

13.4

Experiment

2 Population Genetics 13.1

13.4 Experiment

Outcome-Based Objectives:

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 14 of 21

# Unit 13 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1 Conduct a class population study. Introductory 1 NA

2 Define the variables associated with the

Hardy-Weinberg association. Mastery 1 NA

3

Apply the Hardy-Weinberg Law to the

study of frequency of alleles within this

“population”.

Introductory 1 NA

4

Explain how Hardy-Weinberg principle

provides a baseline for recognizing

evolutionary changes in gene frequency

due to genetic drift, gene flow,

nonrandom mating, mutation and natural

selection.

Introductory 1 NA

Unit 14- Behavioral Genetics

Essential Questions:

What is behavior?

What methods are utilized for studying behavior?

What molecular mechanisms may bring about behavioral alterations?

Conceptual Connections:

Psychology

Health

Ethics

Experimental Activities:

# Unit 14 Investigations Unit Obj

Correlation Type

(Dem, Exp, Inq)

1 Behavioral Survey 14.1 Project

2 Fruit Fly Behavior Study 14.5 Virtual Lab

Outcome-Based Objectives:

# Unit 14 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

1

Comprehend that most behavioral traits

represent complex phenotypes with

mulitfactorial inheritance.

Introductory

5

6

NA

2 Explore the range of methods utilized

for studying human behavior. Introductory 9 NA

3 Explain that single gene defects can

bring about altered behavior in humans. Introductory 2 NA

4 Understand the complex nature of Introductory 6 NA

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 15 of 21

# Unit 14 Objectives Mastery Level

(Int, Rev, Mas)

COS

Alignment

Accountability

Alignment

behavioral traits.

5

Propose possible results or outcomes of

future events based on observations and

inferences drawn from previous events.

Introductory P-5 NA

Alabama Course of Study Correlation: Science

COS Title Genetics Elective Core Bulletin 2005, No. 20

Std.

# COS Standard

HCS Unit-

Objective

CONTENT STANDARDS

1

Explain how the Hardy-Weinberg principle provides a baseline for

recognizing evolutionary changes in gene frequency due to genetic

drift, gene flow, nonrandom mating, mutation, and natural

selection.

13.1

13.2

13.3

13.4

2

Describe factors such as radiation, chemicals, and chance that

cause mutations in populations. 9.1

a) Describing effects of genetic variability on adaptations 9.2

3

Describe the significance of Mendel’s work to the development of

the modern science of genetics, including the laws of segregation

and independent assortment.

1.1

3.1

3.2

3.3

4

Describe the process of meiosis and the cell cycle and the

hereditary significance of each.

1.1

1.2

2.1

2.2

2.3

2.4

2.5

a) Comparing spermatogenesis and oogenesis using charts 2.9

5

Describe inheritance patterns based on gene interactions.

3.6

3.7

3.8

4.1

a) Predicting patterns of heredity using pedigree analysis

3.6

3.7

3.8

b) Identifying incomplete dominance, codominance, and

multiple allelism 4.1

6 Describe occurrences and effects of sex linkage, autosomal

linkage, crossover, multiple alleles, and polygenes.

4.2

4.3

4.4

7 Describe the structure and function of DNA, including replication, 6.1

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 16 of 21

COS Title Genetics Elective Core Bulletin 2005, No. 20

Std.

# COS Standard

HCS Unit-

Objective

translation, and transcription. 6.3

7.3

7.4

a) Applying the genetic code to predict amino acid sequence

7.2

7.3

7.4

b) Describing methods cells use to regulate gene expression 8.1

c) Defining the role of RNA in protein synthesis 7.3

8 Explain the structure of eukaryotic chromosomes, including

transposons, introns, and exons. 7.1

9

Differentiate among major areas in modern biotechnology,

including plant, animal, microbial, forensic, and marine.

(Examples: hybridization, cloning, insulin production, DNA

profiling, bioremediation)

8.4

10.1

10.2

10.3

10.4

10.5

a) Describing techniques used with recombinant DNA

(Examples: DNA sequencing, isolation of DNA segments,

polymerase chain reaction, gel electrophoresis)

8.4

10.1

10.2

10.3

10.4

10.5

10

Explain the development and purpose of the Human Genome

Project.

11.1

11.2

11.3

11.4

11.5

11.6

11.7

11.8

11.9

a) Analyzing results of the Human Genome Project to predict

ethical, social, and legal implications

12.2

12.4

12.8

12.9

b) Describing medical uses of gene therapy, including

vaccines and tissue and antibody engineering

12.2

12.4

12.8

12.9

11 Describe the replication of DNA and RNA viruses, including lytic

and lysogenic cycles, using diagrams.

12.6

12.7

PROCESS AND APPLICATION STANDARDS

P-1 Observing: Using one or more of the senses to gather information 1.1

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 17 of 21

COS Title Genetics Elective Core Bulletin 2005, No. 20

Std.

# COS Standard

HCS Unit-

Objective

about one’s environment 1.2

P-2 Communicating: Conveying oral or written information verbally

as well as visually through models, tables, charts, and graphs 5.4

P-3 Classifying: Utilizing simple groupings of objects or events based

on common properties 5.4

P-4 Measuring: Using appropriate metric units for measuring length,

volume, and mass

6.4

10.1

10.4

P-5

Predicting: Proposing possible results or outcomes of future

events based on observations and inferences drawn from previous

events

14.5

P-6 Inferring: Constructing an interpretation or explanation based on

information gathered

1.5

3.5

4.4

7.2

9.1

11.3

12.8

12.9

14.5

P-7

Controlling Variables: Recognizing the many factors that affect

the outcome of events and understanding their relationships to

each other whereby one factor (variable) can be manipulated while

others are controlled

6.4

10.1

10.4

14.5

P-8 Defining Operationally: Stating definitions of objects or events

based on observable characteristics

1.3

2.3

3.9

6.1

8.2

8.3

9.1

10.4

P-9 Formulating Hypotheses: Making predictions of future events

based on manipulation of variables

1.1

14.5

P-10

Experimenting (Controlled): Conducting scientific

investigations systematically, including identifying and framing

the question carefully, forming a hypothesis, managing variables

effectively, developing a logical experimental procedure,

recording and analyzing data, and presenting conclusions based

on investigation and previous research

1.5

3.5

4.4

7.2

9.1

11.3

12.8

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 18 of 21

COS Title Genetics Elective Core Bulletin 2005, No. 20

Std.

# COS Standard

HCS Unit-

Objective

12.9

14.5

P-11 Analyzing Data: Using collected data to accept or reject

hypotheses

1.5

3.5

4.4

7.2

9.1

11.3

12.8

12.9

14.5

EXPLORE / PLAN / ACT Standards for Transition Correlation: Science

Score

Range EPAS Standard

HCS Unit-

Objective

24 to 27

Compare data from a complex table, graph, or

diagram 1.3

Interpolate between data points in a table or graph 1.3

Identify or use a simple mathematical relationship

that exists between data 3.5

Identify a direct or inverse relationship between

variables in a complex table, graph, or diagram 1.3

Compare or combine data from two simple data sets 1.3

Combine new, simple information (data or text) with

given information (data or text) 1.3

Understand moderately complex lab procedures

1.5

3.5

4.4

7.2

9.1

11.3

12.8

12.9

14.5

Understand simple experimental designs

1.5

3.5

4.4

7.2

9.1

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 19 of 21

Score

Range EPAS Standard

HCS Unit-

Objective

11.3

12.8

12.9

14.5

Select a simple hypothesis, prediction, or conclusion

that is supported by one or more data sets or

viewpoints

1.5

3.5

4.4

7.2

9.1

11.3

12.8

12.9

14.5

Identify strengths and weaknesses in one or more

viewpoints

11.1

11.2

11.3

11.4

11.5

11.6

11.7

11.8

11.9

Identify similarities and differences in two or more

viewpoints

11.1

11.2

11.3

11.4

11.5

11.6

11.7

11.8

11.9

Identify key issues or assumptions in an argument or

viewpoint

11.1

11.2

11.3

11.4

11.5

11.6

11.7

11.8

11.9

Determine whether new information supports or

weakens a viewpoint or hypothesis

11.1

11.2

11.3

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 20 of 21

Score

Range EPAS Standard

HCS Unit-

Objective

11.4

11.5

11.6

11.7

11.8

11.9

28 - 32

Identify or use a complex mathematical relationship

that exists between data

13.1

13.2

13.3

13.4

3.4

3.5

Extrapolate from data points in a table or graph 1.3

Compare or combine given text with data from

tables, graphs, or diagrams 1.3

Understand complex lab procedures

1.5

3.5

4.4

7.2

9.1

11.3

12.8

12.9

14.5

Determine the hypothesis for an experiment 1.1

14.5

Understand moderately complex experimental

designs

1.5

3.5

4.4

7.2

9.1

11.3

12.8

12.9

14.5

Identify an alternate method for testing a hypothesis 1.1

14.5

Select a complex hypothesis, prediction, or

conclusion that is supported by a data set or

viewpoint

1.1

14.5

Select a set of data or a viewpoint that supports or

contradicts a hypothesis, prediction, or conclusion

11.1

11.2

11.3

HCS Curriculum: Science 6 – 12 Genetics and Biotechnology (High School)

Page 21 of 21

Score

Range EPAS Standard

HCS Unit-

Objective

11.4

11.5

11.6

11.7

11.8

11.9

Predict the most likely or least likely result based on

a given viewpoint

11.1

11.2

11.3

11.4

11.5

11.6

11.7

11.8

11.9