Students are introduced to ways in which scientific research is conducted, how social forces influence scientific priorities, and how basic scientific research may, or may not, support medical applications for human health. Throughout the unit, students are asked to consider their roles and responsibilities in being scientifically literate citizens.

Possible Labs

• Gummy Bear Lab

• COVID Testing - SEP

Students are first introduced to ethics as a discipline, what constitutes an ethical question, and the idea that values serve as a basis for behavior and contribute to decision-making. The Principles of Bioethics are then introduced, followed by the concept of stakeholders. Students learn how to generate options to resolve an ethical dilemma and learn how to write a strong justification for their position. New concepts are layered in each lesson; students practice known concepts while being introduced to new ones. In the last lesson, students synthesize all of the concepts and apply them to a new case study.

Possible Labs

• No set labs

Students are provided with the foundational skills needed for success throughout the course. Students are introduced to and learn how to use the basic tools and equipment of a biotechnician, including a micropipette.  Students learn notebook organization and learn about the importance of note booking and documentation in scientific research. Focus is paid to observational skills, the fundamentals of experimental design, the nature of science, and communication of data and results.

Possible Labs

• STEM Electrophoresis – BioRad

• Inquiry Dye Electrophoresis Activity – BioRad

• Forensic DNA Fingerprinting – BioRad

• Gel Kits – SEP

• Micropipette: Measure for Measure – SEP

• DNA Exoneration – SEP

• Glitter Serial Dilutions - SEP

Students are introduced to the Central Dogma of DNA and develop and understanding transcription and translation by creating their own models of DNA and models of the processes of transcription and translation. The complex structure of proteins and the impact that structure has in the expression of genetic traits will also be explored. Basic genetics, including chromosomes and modes of inheritance will be experienced through a combination of case studies and lab experiences.

Possible Labs

• Gel Kits – SEP

• DNA Models – SEP

• Sickle Cell Special Topics – SEP

• Genetic Disease Malaria or Huntington's 

• Building Models – AP Biology Curriculum

Students are introduced to the way animal research is conducted, the numbers and types of animals used, alternatives to animal research, rules and regulations involved, and the bioethical frameworks used by those in support of, and in opposition to, this research. Throughout the unit, students are encouraged to consider how their own actions reflect their position on the issue. Lesson strategies and bioethical discussions engage students in science content, as well as promote an understanding of the role of science in society. Students will also be provided with an opportunity to conduct their own research using an invertebrate animal.

Possible Labs

• C. elegans Behavior Kit – BioRad

• Fly Genetics – SEP

• Animal Behavior Lab – AP Bio Curriculum

Students will be introduced to the concept of DNA extraction. They will use several different protocols, as well as creating their own protocol, for extracting DNA from a variety of different cells, including their own. Students will also learn about the Polymerase Chan Reaction (PCR) process to amplify target genes from their own cells to determine if they have the gene for being a PTC taster. PCR is a cornerstone application in many different fields within the Biotechnology industry. 

Possible Labs

• Genes in a Bottle – BioRad

• Strawberry DNA Inquiry - SEP 

• Crime Scene Investigator PCR – BioRad

• PTC PCR – Carolina or Highline CC protocol

• PCR – SEP

• Gel Kits – SEP

• Elephant Trunk – SEP

• DNA Extraction - SEP

Students will explore how bioinformatics is applied to genetic testing. Specifically, the bioinformatics tools of BLAST and Cn3D are used to investigate the genetic and molecular consequences of a mutation to the Breast Cancer Susceptibility 1 (BRCA1) gene. Students also use principles-based bioethics in order to support their thoughtful consideration of the many social and ethical implications of genetic testing. Throughout the unit, students are presented with a number of career options in which the tools of bioinformatics are used.

Possible Labs

• Breast Cancer – SEP

• Mosquitos – Sam Brown

• Elephant Trunk – SEP

• BLAST Lab – AP Bio Curriculum

Students will the scientific and ethical issues involved in clinical HIV vaccine trials using human research participants. The unit begins by examining students’ current knowledge of HIV, and by reviewing HIV structure and transmission. Next, it familiarizes students with types of vaccines and with challenges related to creating an HIV vaccine. Students are encouraged to explore issues related to human research participants using basic ethical principles and historical case studies. Lastly, global issues regarding the pandemic are explored to give the students an understanding of cultural issues involved in the spread of HIV. This cultural context introduces students to ethical dilemmas inherent in the selection of human participants in global vaccine trials. The lessons culminate in having students design their own hypothetical HIV vaccine clinical trial, based upon knowledge of HIV structure, vaccine characteristics, human research participant’s considerations, and global contexts.

Possible Labs

• ELISA Immuno Explorer – BioRad

• ELISA – SEP

• Virtual Immunology – SEP Teacher Share

• Cooke HIV – SEP Teacher Share

• ELISA Wu – Pptx – SEP Teacher Share

• COVID Testing

Students will explore how bioinformatics is used to perform genetic research. Specifically, the bioinformatics tools of BLAST, ORFinder, ClustalW and Cn3D are used to analyze genetic sequences. 

The cytochrome c oxidase subunit 1 (COI) gene is introduced as the “DNA barcoding” gene that allows for identification of animal species. Students examine DNA sequences from different animal species, investigate the relationship between protein structure and function, and explore evolutionary relationships among eukaryotic organisms. 

The unit concludes with an authentic student research project, sequencing the COI genes from samples obtained through a partnership with the Seattle Aquarium in Seattle, Washington, or samples they collect themselves in the community. 

Throughout the unit, students are presented with a number of career options in which the tools of bioinformatics are developed or used.  The career lesson near the end of the unit culminates with resume and cover letter writing activities and a mock job interview.

Possible Labs

• Fish DNA Barcoding Kit – BioRad

• Spot Prawns – NOAA Teacher in the Lab

• Genome Sequencer

• Elephant Trunk - SEP

Students will be introduced to how research with humans is conducted, the rules and regulations involved, and the bioethical principles that guide scientists when involving humans in research. Lesson strategies and bioethical discussions engage students in science content, as well as promote an understanding of the role of science in society.

Possible Labs

• No set labs

This unit was designed by teachers in conjunction with scientists, ethicists, and curriculum developers, explores the scientific and ethical issues involved in stem cell research. The unit begins with an exploration of planaria as a model organism for stem cell research. Next, students identify stages in the development of human embryos and compare the types and potency of stem cells. Students learn about a variety of techniques used for obtaining stem cells and the scientific and ethical implications of those techniques. While exploring the ethics of stem cell research, students will develop an awareness of the many shades of gray that exist among positions of stakeholders in the debate. Students will be provided an opportunity to become familiar with policies and regulations for stem cell research that are currently in place in the United States, the issues regarding private and public funding, and the implications for treatment of disease and advancement of scientific knowledge.

The unit culminates with students developing a position on embryonic stem cell research through the use of a Decision-Making Framework. Two culminating assessments are offered: In the individual assessment, students write a letter to the President or the President’s Bioethics Committee describing their position and recommendations; In the group assessment, students develop a proposal for NIH funding to research treatment for a chosen disease using either embryonic or 'adult' stem cells.

Possible Labs

• GMO Investigator – BioRad

• pGLO? – BioRad

• CRISPR – BioRad

• Bacterial transformation – SEP

• Toober – SEP Model

• Insulin – SEP Model

• Diabetes – UW Genome Sciences