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Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

Unit Title
Cells and Scientific Instruments
Unit Number
AAB1
Course
Authentic Applications of Biochemistry
Content Area
Science
Description
Students will use prior knowledge and deductive reasoning to learn proper usage of scientific instruments to expand their understanding of science and engineering practices in the context of biology and chemistry with a cellular basis.
Timeline
Week(s)
Enduring Understandings
Crosscutting Concept-Patterns: Students will understand that different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Crosscutting Concept-Structure and Function: Students will understand that complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
Crosscutting Concept-Energy and Matter: Students will understand that energy drives the cycling of matter within and between systems.
Crosscutting Concept-Cause and Effect: Students will understand that empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Crosscutting Concept-Scale, Proportion, and Quantity: Students will understand that some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.
Essential Questions
How can analysis of patterns at various scales provide evidence for the cause of a particular phenomena?
How does structure relate to function at various scales?
How does energy drive the cycling of matter between systems?
How can evidence be used to understand cause and effect relationships?
How can technology and instruments affect laboratory findings?
What impact can sources of error have on scientific discoveries, experimentation, designs, and explanations?
How can tools and investigative methods in the lab help to collect the data and evidence needed to justify a claim?
How can you reevaluate and redesign a lab based on errors from previously executed labs?
How can models help to communicate an argument and/or an explanation?
How can lab results, trends in data, and other research be used as evidence to strengthen a scientific argument or explanation?
How is science both a body of knowledge and a process of revision and inquiry?
Why is scientific knowledge open to revision?
What attributes of humans allow us to think like scientists and engineers?









































































































Additional Unit Resources

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Standard
Standard Component
  
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  
Apply a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
  
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of forces (attraction) between particles.
  
Ask and refine questions that can be empirically tested and that lead to descriptions and explanations of how the natural and designed world(s) work.
ECO
  
Analyze and interpret data, introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models in order to identify the significant features and patterns in the data.
  
Apply mathematics and computational thinking to analyze, represent and model variables and/or data to determine relationships.
ECO
  
Engage in argument using sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s) in order to synthesize scientific explanations and develop solutions to problems.
  
Obtain, evaluate and communicate information about the roles people assume in careers related to science and STEM fields.
  
  
Standard
Standard Component
ECO
  
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
  
Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
  
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
  
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
ECO
  
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
ECO
  
Use and construct models to predict and represent relationships among variables between systems and their components in the natural and designed worlds.
ECO
  
Plan and carry out investigations in the field or laboratory, working collaboratively as well as individually, to provide evidence for and to test conceptual, mathematical, physical and empirical models.
ECO
  
Construct scientific explanations and design solutions to problems that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
ECO
  
Obtain, evaluate, and communicate information from multiple sources in order to evaluate the merit and validity of claims, methods and designs.