About the Curriculum
BioBeyond is guided by these Big Questions: "Are we alone in the universe?" and if we're not, "How can we find life out there?"
These questions fuel a strong narrative with several opportunities for students to tie their studies into current research and news about the search for habitable worlds. In addition, they allow for novel approaches to traditional material, like metabolism, and the introduction of some relatively new material, like archaean biology, extremophiles, and alternative metabolisms. The learning objectives contained within this document are organized around the five core principles identified in the 2009 AAAS document Vision and Change in Undergraduate Biology Education.
In designing BioBeyond, we received several syllabi from a variety of institutions. Having so many different courses to evaluate has presented a significant challenge, as there are variations large and small between courses. We have done our best to combine the most common, and a few less common but astrobiologically relevant, learning objectives. When you choose to use the Inspark course, you have complete pedagogical ownership and may remove or add modules as you see fit to meet your students’ goals and needs, though we hope you’ll give some new material a try.
Principles
- Evolution: The diversity of life changed and diversified over time by processes of mutation, selection, and isolation.
- Structure and Function: Basic units of structure establish the function of all living things.
- Information Flow, Exchange, and Storage: The macro- and microscopic features of organisms result from the expression of genetic information in context.
- Pathways of Energy and Matter: Biological systems are built and maintained by chemical transformation pathways that are governed by the laws of thermodynamics.
- Biological Systems: Living systems are interconnected and interacting.
- Nature of Science: Science proceeds by developing and testing explanations for patterns observed in nature.
Biology Bootcamp
How do we study biology?
Unit Goal
Students use real-world examples, experiments and simulations to define common scientific terms and practices that will guide them on their journey through BioBeyond.
Unit Standards
- BNS1: Identify and describe the philosophical assumptions and limitations of scientific reasoning
- BNS2: Describe, and apply the scientific method of reasoning including basic techniques such as positive and negative experimental controls, drawing conclusions from data, and accounting for uncertainty
- BNS3: Differentiate among facts, hypotheses, theories, and predictions
- BNS4: Use a model to generate and test hypotheses
- BNS5: Read and interpret graphs, scientific writing, and representations or schematics
- BNS6: Apply critical thinking and scientific reasoning to evaluate claims
- BNS7: Distinguish between dependent and independent variables and identify relationships between them.
- BNS8: Apply the SI system of units to measurements of mass, length, and volume
- BNS9: Express and discuss uncertainty in measurements, observations, and experiments
Scientific Reasoning
Nature of Science, Bias
OBJECTIVE
Students discover the biases present in the human brain and instruments, how scientific methods are used to counter those biases, the components of a controlled experiment, and the concepts of theory and law in science.
PREREQUISITES
- None
Scientific Tools
Nature of Science, Measurement, Uncertainty, Models
OBJECTIVE
Students discover varying precision among instruments, measure common objects using SI units, convert between units using dimensional analysis, and use scientific notation to express very small or large numbers, then explore the use and evolution of models in scientific reasoning.
PREREQUISITES
- None
Graphing Skills
Nature of Science, Graphing, Correlation
OBJECTIVE
Students explore the features and data in a graph to determine how to extract useful information from data.
PREREQUISITES
- None
Scientific Skills
Nature of Science, Application of Scientific Method
OBJECTIVE
Students apply the tools and skills they have gained about scientific thinking in order to help Carl, a struggling student, succeed in his studies.
PREREQUISITES
- Lesson: Scientific Reasoning
- Lesson: Scientific Tools
- Lesson: Graphing Skills
World Biodiversity Expedition
What is life?
Unit Goal
Students observe at least 50 organisms from common and exotic biomes worldwide, recording traits used to classify the organisms in a Linnean-like system.
Unit Standards
- BDE1: Describe physical and/or behavioral characteristics of many species from several existing biomes, including familiar and so-called 'extreme' environments
- BDE2: Apply data gathered from observations and descriptions of species to the construction of a system of classification
- BDE3: Compare and contrast a self-made system of classification to the Linnaean system
How to Classify
Biological Systems, Classifier simulation
OBJECTIVE
Students practice the skills needed to classify organisms in the Classifier.
PREREQUISITES
- None
Locations: Sonoran Desert, Antarctica, Great Barrier Reef, Central Park, Ocean Floor, Yellowstone
Biological Systems, Traits, Biodiversity, Observation
OBJECTIVE
Students visit locations around the world to record physical and behavioral traits of 7-10 organisms at each location, culminating with at least 50 organisms observed.
PREREQUISITES
- Lesson: How to Classify
My Classification
Biological Systems, Linnean Classification
OBJECTIVE
Students classify the organisms they observed around the world.
PREREQUISITES
- Lesson: How to Classify (at least one location complete)
Journey to the Galapagos
How did life get so diverse?
Unit Goal
Students use published data and real-life examples to describe the theory of evolution by natural selection, including population trait distributions, Mendelian and non-Mendelian genetics, selective pressures, and speciation events.
Unit Standards
- MG1: Describe the theory of evolution by natural selection and its key concepts: adaptation to environment, descent with modification, and reproductive fitness
- MG2: Apply the concepts of the theory of evolution to account for the hierarchy of shared characteristics via the Tree of Life
- MG3: Describe Darwin's observations and hypotheses regarding natural selection and speciation
- MG4: Define the biological species concept
- MG5: Differentiate between allopatric and sympatric speciation
- MG6: Describe Mendel's laws of inheritance (segregation, independent assortment, dominance) and the experiments that led to those laws
- MG7: Make predictions and interpret results of single and double trait crosses using Punnett squares
- MG8: Describe how chromosomes, genes, alleles, and DNA relate to each other
- MG9: Make predictions and observe patterns associated with genetic diseases in a pedigree
- MG10: Use data and observations to define concepts of exponential and logistic growth, carrying capacity of an ecosystem, and other factors limiting population distributions and dynamics
- MG11: Describe various inter-species interactions including competitive, mutualistic, predator/prey, and parasitic relationships
Why You Look the Way You Do
Information Flow, Mendelian Genetics
OBJECTIVE
Students develop concepts of traits, alleles, dominance, and the Law of Segregation by comparing human traits to the observations of Gregor Mendel on pea plants.
PREREQUISITES
- None
Disease Detectives
Information Flow, Non-Mendelian Genetics
OBJECTIVE
Students use Punnett squares and pedigrees to identify non-Mendelian patterns of inheritance such as incomplete dominance, sex-linked traits, and codominance, then apply their new knowledge to select the right blood donor for Jamal, a patient with sickle cell disease.
PREREQUISITES
- Lesson: Why You Look the Way You Do, and/or proficient with Mendelian genetics
Peer Pressure in Nature
Evolution, Selective Pressure (from organisms)
OBJECTIVE
Students use food webs, a case study of crossbills and lodgepole pines, and examples from three biomes to define relationships between organisms that act as selective pressures, including symbiotic relationships.
PREREQUISITES
- Proficiency in the concepts of traits and population trait distributions
The Birds and the Moths
Evolution, Selective Pressure (from environment)
OBJECTIVE
Students use a simulation to determine how environmental changes may affect trait distribution in a population of peppered moths and perform a thought experiment to determine how the environment limits exponential growth of organisms.
PREREQUISITES
- Proficiency in the concepts of traits and population trait distributions
Galapagos Exploration
Speciation, Evolution
OBJECTIVE
Students use a simulation to determine the effects of food, predatory, and environmental selective pressures on a population of finches, including allopatric and sympatric speciation, disruptive selection, directional selection, sexual selection, artificial selection, and natural selection, specifically focused on speciation events.
PREREQUISITES
- Proficiency in the concepts of traits, population trait distributions, and selective pressure
Time Traveler’s Guide to Life on Earth
How did life evolve?
Unit Goal
Students trace the evolution of life on Earth through immersive virtual field trips to three significant fossil record sites documenting the fall of dinosaurs, rise of animals, and earliest signatures of life on Earth to determine what type of life is most likely to be found on other worlds.
Unit Standards
- EVO1: Describe physical and/or behavioral characteristics of many species from several extinct biomes, including familiar and so-called 'extreme' environments
Written in Stone
Geologic time, Geological evidence
OBJECTIVE
Students develop the skills needed to interpret geologic evidence of ancient life, including principles of superposition and identification of fossils.
PREREQUISITES
- None
End of an Era: Hell Creek, USA
Biological Systems, Fall of the dinosaurs
OBJECTIVE
Students explore the dig sites at Hell Creek, Montana, USA, to describe creatures that existed 65 million years ago.
PREREQUISITES
- Lesson: Written in Stone, or proficiency in concepts of superposition and geologic time
Rise of the Animals: Nilpena, Australia
Biological Systems, Evolution of animals
OBJECTIVE
Students explore the dig sites at Nilpena, Australia, to describe creatures and the environment that existed 650 million years ago.
PREREQUISITES
- Lessons: Written in Stone and The End of an Era, or proficiency in concepts of superposition and geologic time and familiarity with Mesozoic life
First Signatures of Life: North Pole, Australia
Biological Systems, Earliest life on Earth
OBJECTIVE
Students explore the outcrops at North Pole Dome, Australia, to describe creatures that existed 3.5 billion years ago.
PREREQUISITES
- Lessons: Written in Stone and The End of an Era and Rise of the Animals, or proficiency in concepts of superposition and geologic time and familiarity with Mesozoic and Ediacaran life
Into the Cell
What is life made of?
Unit Goal
Students explore cellular anatomy through an interactive, three-dimensional, scientifically accurate model of the cell, performing various actions to enable cellular function in order to identify the features and functions of life that may be present on other worlds.
Unit Standards
- CA1: Identify structures and components of prokaryotic and eukaryotic cells including the cell wall, cell membrane, nucleus, ribosomes, genetic material, mitochondria, and chloroplasts
Into the Animal Cell
Structure and Function, Animal Cell Anatomy
OBJECTIVE
Students explore an animal nerve cell, performing functions to allow the cell to fire a nerve signal and then using this experience to create a labelled diagram of the animal cell.
PREREQUISITES
- None
Into the Plant Cell
Structure and Function, Plant Cell Anatomy
OBJECTIVE
Students explore a plant leaf cell, creating a labelled diagram of the plant cell.
PREREQUISITES
- Proficiency in animal cell anatomy and physiology
Into the Bacteria Cell
Structure and Function, Prokaryotic Cell Anatomy
OBJECTIVE
Students explore a bacteria cell, creating a labelled diagram of the plant cell.
PREREQUISITES
- Proficiency in animal and plant cell anatomy and physiology
Searching for Signatures
How could we test for life beyond Earth?
Unit Goal
Students explore the chemical structure, function, and reactions of Earth-based life, seeking common biochemical threads that provide clues to aid in the search for existing and past life on other worlds.
Unit Standards
- CHEM1: Identify structures and components of prokaryotic and eukaryotic cells including the nucleus, ribosomes, genetic material, mitochondria, and chloroplasts
- CHEM2: Identify and distinguish the structure and function of the four major classes of macromolecules used by biological systems: proteins, lipids, carbohydrates, and nucleic acids
- CHEM3: Describe the process and outcomes of mitosis
- CHEM4: Define the concepts of atoms, molecules, chemical bonding, pH, and the polar nature of water as they apply to the structure and function of biological molecules
- CHEM5: Describe and apply the tenets of cell theory: all cells come from other cells, all life is made of cells, cells are the basic units of life
- CHEM6: Identify various forms of energy in the physical world and biology using proper units of measure (J, cal, kcal)
- CHEM7: Outline the process of aerobic respiration including cycles/processes involved, input and waste molecules, and key electron carriers
- CHEM8: Outline the processes of fermentation and anaerobic respiration including cycles/processes involved, input and waste molecules, and key electron carriers
- CHEM9: Outline the process of photosynthesis including cycles/processes involved, input and waste molecules, and key electron carriers
- CHEM10: Define the general steps of meiosis, its outcomes, and its relationship to sexual reproduction
- CHEM11: Identify and describe the structure of DNA as well as the relationship between DNA structure and replication of the molecule
- CHEM12: Describe and demonstrate the processes of transcription and translation
- CHEM13: Identify and describe the structure of RNA as well as some of its roles within the cell.
- CHEM14: Compare the outcomes and roles of mitosis and meiosis
- CHEM15: Contrast the processes of mitosis and binary fission
- CHEM16: Apply the concept of the central dogma of biology in the context of various mutations and predict the general effect of the mutation on the finished protein
- CHEM17: Apply concepts of genetic information and mutation to evolution
Chemical Basis of Life
Structure and Function, Atomic Structure, Molecular Structure, Biomacromolecules
OBJECTIVE
Students dive into the composition of cellular structured, discovering the atoms and molecules that comprise life.
PREREQUISITES
- Lesson: Into the Cell, or proficiency in animal, plant, and prokaryotic cell anatomy and physiology
Gathering Energy
Pathways, Metabolism
OBJECTIVE
Students explore various ways organisms can gather energy and the common threads energy pathways share.
PREREQUISITES
- Lesson: Peer Pressure in Nature, or introductory understanding of food webs
Energy Challenge: Respiration
Pathways, Aerobic Respiration, Anaerobic Respiration
OBJECTIVE
Students perform the actions of several metabolic pathways including aerobic, anaerobic, and fermentative, to identify inputs, outputs, and energy yields of each.
PREREQUISITES
- Lesson: Gathering Energy, or introductory understanding of metabolism
Energy Challenge: Photosynthesis
Pathways, Oxygenic Photosynthesis, Anoxygenic Photosynthesis
OBJECTIVE
Students perform the actions of several photosynthetic pathways including both oxygenic and anoxygenic, to identify inputs, outputs, and energy yields where applicable.
PREREQUISITES
- Lesson: Gathering Energy and Energy Challenge: Respiration, or introductory understanding of metabolism and cellular respiration
Genetic Blueprints
Structure and Function, DNA Structure
OBJECTIVE
Students trace historical experiments to determine the identity and structure of the most common terrestrial genetic material.
PREREQUISITES
- Lessons: Why You Look the Way You Do and Disease Detectives, or proficiency in Mendelian and non-Mendelian genetics
Cellular Replication
Structure and Function, Information Flow, Evolution, Mitosis, Meiosis, Binary Fission
OBJECTIVE
Students compare and contrast three cellular replication methods - mitosis, meiosis, and binary fission - with respect to their mechanisms and effect on genetic diversity.
PREREQUISITES
- Lesson: Into the Cell, or proficiency in animal and prokaryotic cellular anatomy and physiology
Genetic Replication
Structure and Function, Information Flow, DNA Replication
OBJECTIVE
Students explore the process of DNA replication, using a game to understand the speed and accuracy of cellular processes.
PREREQUISITES
- Lessons: Into the Cell and Genetic Blueprints, or proficiency in animal cellular anatomy and DNA structure
Making Proteins
Structure and Function, Information Flow, Transcription, Translation
OBJECTIVE
Students trace the construction of a protein from DNA code to finished product.
PREREQUISITES
- Lessons: Into the Cell, Chemical Basis of Life, and Genetic Blueprints, or proficiency in animal cellular anatomy, biomacromolecules, and DNA structure and function
Blue Planet
What is the future of life on Earth?
Unit Goal
Students investigate the changes in Earth’s climate over the recent past, comparing those changes to historical data to identify trends and project impacts, then design a plan to reduce the impact of the present observed warming trend.
Unit Standards
- GREEN1: Define, from observation and data, the roles of various components of the atmosphere as they influence climate
- GREEN2: Describe and evaluate patterns of global climate change revealed through data, including the role of natural and anthropogenic processes
- GREEN3: Analyze paleobiological and geological evidence from past global-scale warming and apply observed patterns to the current observed warming trend and evidence.
- GREEN4: Identify natural and anthropogenic sources and sinks of carbon dioxide in Earth's atmosphere.
- GREEN5: Construct and use a model of anthropogenic effects on atmospheric carbon dioxide levels to evaluate possible future scenarios.
Our Blue Planet
Greenhouse Effect
OBJECTIVE
Students identify the factor(s) that make Earth able to support liquid water at a distance from the Sun that would predict otherwise.
PREREQUISITES
- None
Then and Now
Biological Systems, Present Climate Change
OBJECTIVE
Students explore several biomes across present-day Earth, gathering evidence that shows how the climate is changing and affecting biology.
PREREQUISITES
- Lesson: World Biodiversity Expedition, or basic understanding of terrestrial and aquatic biomes
History Repeats Itself, With A Twist
Biological Systems, Historical Climate Change
OBJECTIVE
Students explore several biomes across past Earth where evidence shows the biological impact of the Paleocene-Eocene Thermal Maximum event, an ancient period of rapid warming.
PREREQUISITES
- Lesson: World Biodiversity Expedition, or basic understanding of terrestrial and aquatic biomes
- Lesson: Then and Now (highly recommended)
Finding the Cause
Biological Systems, Factors in Climate Change
OBJECTIVE
Students use evidence and models to evaluate carbon dioxide as the most likely cause for the recent observed warming trend.
PREREQUISITES
- Proficiency in the concept of global climate change
- Lesson: History Repeats Itself, With A Twist (highly recommended)
Keeping Balance
Biological Systems, Carbon Cycle, Anthropogenic Climate Change
OBJECTIVE
Students manipulate a model to identify and evaluate the impact of carbon dioxide sources and sinks on the total concentration in Earth’s atmosphere.
PREREQUISITES
- Proficiency in the concept of global climate change
- Lesson: Finding the Cause (highly recommended)
Designer Planet
Biological Systems, Climate Intervention
OBJECTIVE
Students design and use a model to project future changes due to anthropogenic effects on Earth’s carbon cycle.
PREREQUISITES
- Proficiency in the concept of global climate change
- Lesson: Keeping Balance (highly recommended)
A Mission Beyond
What is the future of life beyond Earth?
Unit Goal
Students design a crewed mission to Mars, exploring what we currently know about how prolonged spaceflight affects the muscular, skeletal and cardiovascular systems and then deciding how to counteract these challenges by selecting their crew and equipment, and designing diet and exercise plans for the mission.
Unit Standards
- ANA1: Identify and distinguish the major components of the muscular, skeletal, cardiovascular systems in humans
- ANA2: Compare the state of anatomical and physiological systems under stress to their normal state and analyze the long-term effects of remaining in the stressed state
- ANA3: Describe the structure and nature of positive and negative feedback in biological systems using at least two model systems and including disruptions to the normal state of those systems
- ANA4: Describe the physiological mechanisms of glucose regulation as a homeostatic system, and analyze failure of that regulation as it relates to diabetes
- ANA5: Perform an energy balance of an organism
The Bare Bones
Biological Systems, Human Anatomy and Physiology
OBJECTIVE
Students evaluate whether astronauts are receiving adequate calcium through investigating the long-term effects of spaceflight on bone density.
PREREQUISITES
- Lesson: Chemical Basis of Life, or basic proficiency in atomic structure and biomacromolecules
Lifting Tons and Skeletons
Biological Systems, Human Anatomy and Physiology
OBJECTIVE
Students evaluate whether astronauts are completing enough resistive exercise by investigating how long term spaceflight can interfere with the activity of several bone cells.
PREREQUISITES
- Lesson: The Bare Bones, or proficiency in the concepts of human bone anatomy
Getting Under Your Skin
Biological Systems, Pathways, Homeostasis
OBJECTIVE
Students evaluate whether astronauts are receiving adequate vitamin D by investigating how it affects the homeostatic regulation of blood calcium levels in the body.
PREREQUISITES
- Lessons: Chemical Basis of Life and The Bare Bones, or basic proficiency in atomic structure, biomacromolecules, and the role of calcium in the human body
Knocked Out
Biological Systems, Human Anatomy and Physiology
OBJECTIVE
Students will evaluate the best countermeasure to prevent astronauts from fainting upon landing on Mars by examining how fluid loading can affect the function of the cardiovascular system.
PREREQUISITES
- None
A Change of Heart
Biological Systems, Homeostasis
OBJECTIVE
Students will explain how cardiovascular exercise can play a role in preventing astronauts from from fainting upon landing on Mars by examining the structural changes to the heart in response to microgravity.
PREREQUISITES
- Lesson: Knocked Out, or proficiency in the concepts of human cardiovascular anatomy
Counting Calories
Biological Systems, Energy Balance
OBJECTIVE
Predict how many calories an astronaut would need to maintain an energy balance based on their base metabolic rate, activity level, and other factors.
PREREQUISITES
- Lesson: Gathering Energy, or basic proficiency in the concept of metabolism
Fueling Your Team
Biological Systems, Pathways, Homeostasis
OBJECTIVE
Explain how imbalances in glucose can lead to as diabetes or starvation and glucose homeostasis can be maintained.
PREREQUISITES
- Lessons: Chemical Basis of Life and Counting Calories, or proficiency in concepts of biomacromolecules and human metabolism
Maintaining Peak Performance
Biological Systems, Human Anatomy and Physiology
OBJECTIVE
Construct a countermeasure to combat muscle loss in astronauts using evidence gathered from a muscle cell.
PREREQUISITES
- None