Asking Questions in Biology: Discovery versus Knowledge

CONTENTS OF CURRICULUM UNIT 12.06.04

  1. Unit Guide
  1. Introduction
  2. Rationale
  3. History and Background
  4. Strategies and Activities
  5. Bibliography
  6. Appendix item A
  7. Appendix item B
  8. Appendix item C
  9. Appendix D
  10. Endnotes

No Guts, No Glory

Jane B. Gerughty

Published September 2012

Tools for this Unit:

Appendix D

California State Standards

Experimentation and Investigation

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

a. Formulate explanations by using logic and evidence. (Classifying invertebrates Act)

b. Recognize the cumulative nature of scientific evidence. (Puzzle Act)

c. Investigate a science-based societal issue by researching the literature, analyzing data, communicating the findings. (Organic vs. not organic Act)

Genetics

The genetic composition of cells can be altered by incorporation of exogenous DNA

into the cells. As a basis for understanding this concept:

- Students know the general structures and functions of DNA, RNA, and protein. (Strip sequence activity)

- Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA (strip sequence activity).

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