Bioscience 1 Honors (#2000500)

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Course Standards

General Course Information and Notes

General 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 I is a laboratory based course that focuses on introducing students to the basic lab techniques, equipment, critical thinking, work ethics, and communication skills currently used in the medical, agricultural, marine and industrial bioscience fields. Students will gain an understanding of basic DNA and molecular biology, epigenetics, genetically modified foods, bacterial plasmids, and forensics. Students will learn the principles, methodologies, and applications of equipment such as thermocyclers, horizontal gel electrophoresis apparatus, micropipettes, spectrophotometers, centrifuges, etc. Students will gain proficiency in calculating, preparing, and pH control of common lab reagents, solutions, buffers, and agarose gels. Students will learn the principles of qualitative and quantitative analysis using biomolecular indicators, spectrophotometry, and standard curves. Topics covered will include the genetics of cancer, epigenetics, emerging and re-emerging infectious diseases that affect plants and animals, ethics of bioscience, and careers in bioscience.

Laboratory activities should include but not be limited to:

Sterilization, handling and safety requirements according to standard operating procedures;
The preparation of buffer solutions and agarose gels for horizontal electrophoresis;
The preparation of solutions for spectroscopy;
Use a spectrophotometer to measure solution concentrations and graph standard curves;
Bacterial transformation and ligation using the Green fluorescent protein gene;
Extraction of DNA;
Quantitative analysis of DNA molecular weights;
Polymerase chain reactions using given primers;
Simulate DNA fingerprinting techniques used in crime scene analysis using given gene sequences.

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.

Special Notes:

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 Biology
Corequisite: Honors Chemistry

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

General Information

Course Number: 2000500

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 1 HON

Number of Credits: One (1) credit

Course Length: Year (Y)

Course Attributes:

Honors

Course Type: Core Academic Course

Course Level: 3

Course Status: Course Approved

Grade Level(s): 9,10,11,12

Graduation Requirement: Equally Rigorous Science

Educator Certifications

One of these educator certification options is required to teach this course.

Biology (Grades 6-12)

Chemistry (Grades 6-12)

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Newton's Insight: Standing on the Shoulders of Giants:

Discover how Isaac Newton's background, talents, interests, and goals influenced his groundbreaking work in this interactive tutorial.

This is part 4 in a 4-part series. Click below to explore the other tutorials in the series.