|SC.912.L.14.6:||Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.|
|SC.912.L.14.52:||Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.|
|SC.912.L.15.15:||Describe how mutation and genetic recombination increase genetic variation.|
|SC.912.L.16.4:||Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.|
|SC.912.L.16.5:||Explain the basic processes of transcription and translation, and how they result in the expression of genes.|
|SC.912.L.16.6:||Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.|
|SC.912.L.16.7:||Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.|
|SC.912.L.16.9:||Explain how and why the genetic code is universal and is common to almost all organisms.|
|SC.912.L.16.10:||Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.|
|SC.912.L.16.12:||Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).|
|SC.912.L.18.4:||Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.|
|SC.912.N.1.1:|| Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: |
|SC.912.N.1.2:||Describe and explain what characterizes science and its methods.|
|SC.912.N.1.3:||Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.|
|SC.912.N.1.4:||Identify sources of information and assess their reliability according to the strict standards of scientific investigation.|
|SC.912.N.1.5:||Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.|
|SC.912.N.1.6:||Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.|
|SC.912.N.1.7:||Recognize the role of creativity in constructing scientific questions, methods and explanations.|
|SC.912.N.2.1:||Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).|
|SC.912.N.2.2:||Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.|
|SC.912.N.2.3:||Identify examples of pseudoscience (such as astrology, phrenology) in society.|
|SC.912.N.2.4:||Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.|
|SC.912.N.2.5:||Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.|
|SC.912.N.3.1:||Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.|
|SC.912.N.3.2:||Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.|
|SC.912.N.3.3:||Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.|
|SC.912.N.3.4:||Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.|
|SC.912.N.3.5:||Describe the function of models in science, and identify the wide range of models used in science.|
|SC.912.N.4.1:||Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.|
|SC.912.N.4.2:||Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.|
|SC.912.P.8.11:||Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|HE.912.C.1.4:||Propose strategies to reduce or prevent injuries and health problems.|
|HE.912.C.1.5:||Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.|
|HE.912.C.1.8:||Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.|
|SS.912.C.2.4:||Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.|
|SS.912.C.2.8:||Analyze the impact of citizen participation as a means of achieving political and social change.|
|SS.912.C.2.13:||Analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.|
|ELD.K12.ELL.SC.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007). Bioscience II is a rigorous laboratory based course that provides an advanced foundation in the concepts, theories, and pioneering methods involved in micro and molecular based research including medical research, functional genomics, gene discovery, agriculture and forensics. Students will learn how to design plasmids and primers for polymerase chain reactions (PCR). Course focus will be on proteomics (the study of protein expression), protein separation and analysis, protein chromatography purification, protein quantification through spectroscopy, cladistical analysis, immunology, stem cell research, gene sequencing, and bioinformatics using BLAST (Basic Local Alignment Search Tool.) Emphasis will be placed on training students in the means by which to design experiments in preparation for independent research. Students will learn the principles, methodologies, and applications of equipment such as thermocyclers, horizontal and vertical gel electrophoresis, micropipettes, spectrophotometers, centrifuges, and other advanced laboratory apparatus used in the bioscience industry.
Laboratory activities may include but not be limited to:
- The preparation of buffer solutions and polyacrylamide gels for vertical electrophoresis;
- Quantitative analysis of protein molecular weights by developing a standard curve;
- Western blotting and ELISA testing;
- The preparation of serial dilutions for spectroscopy to determine unknown concentrations;
- Bacterial transformation and ligation using bacterial blue/white screening;
- Extraction of DNA for chromatography purification to be used for electrophoresis;
- Polymerase chain reactions using self designed primers;
- Gene Sequencing and Bioinformatics.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Instructional Practices: Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- Providing extensive research and writing opportunities (claims and evidence).
Prerequisite: Honors Chemistry and Bioscience I/or AP Biology
Corequisite: Honors Physics
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics, information and computer technology, and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf
|Course Number: 2000510||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Science > SubSubject: Biological Sciences >
|Abbreviated Title: BIOSCIENCE 2 HON|
|Number of Credits: One (1) credit|
|Course Type: Core Academic Course||Course Level: 3|
|Course Status: State Board Approved|
|Grade Level(s): 9,10,11,12|
|Graduation Requirement: Equally Rigorous Science|
| Biology (Grades 6-12)|
| Chemistry (Grades 6-12)|