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District Overview:The goal of the BHASD Science Department is to immerse our K-12 students in the investigation of the nature and behavior of matter, energy, and living organisms which will prepare them for more advanced studies, as well as help to recognize the role of science in their everyday lives. The students’ K-12 experience will encourage and facilitate engagement in the areas of science, technology and engineering to prepare them for future careers. Students will partake in lab investigations, communication of ideas, analysis of data, application of skills, and inductive and deductive reasoning to process learning in a manner that facilitates growth. All of these aspects are key elements for successful engagement in civic, college, or career contexts.

Grade 10 Applied Biology Description:Topics in Applied Biology include the organization, balance, energy transformations, heredity, evolution, and interaction of living organisms. Laboratory experiences provide students with hands-on learning activities. Writing exercises are interspersed throughout the course. Both labs and extended response prompt answers are evidence-based; questions are analyzed and broken down, evidence is built, and conclusions are drawn in a logical format.

Grade 10 Applied Biology Units:

● Unit 1: Characteristics of Life

● Unit 2: Structure and Function

● Unit 3: Ecology

● Unit 4: Evolution

● Unit 5: Genetics

● Unit 6: Reproduction

● Unit 7: Cells

● Unit 8: Basic Chemistry and Water

● Unit 9: Homeostasis and Cell Processes

● Unit 10: Biochemistry and Energy

Subject: Applied Biology Grade: 10 Suggested Timeline: 2 weeks

Unit Title: Characteristics of Life

Unit Overview/Essential Understanding: This unit provides an introduction to living organisms’ characteristics. It outlines the topics discussed throughout the year to form a basis for the class that all organisms are made of cells and can be characterized by common aspects of their structure and functioning.Essential Question:

● How is life defined?

Unit Objectives: The students will be able to:

● describe how various organisms demonstrate characteristics of life

● determine whether an organism is living or nonliving based on set criteria

● classify an organism’s behavior as portraying a particular characteristic of life

Focus Standards Addressed in this Unit:

● BIO.A.1.1.1 - Describe characteristics shared by all prokaryotic and eukaryotic organisms

Important Standards Addressed in this Unit:

● 3.1.B.A1 - Describe the common characteristics of life

● 3.1.B.C2 - Describe the theory suggesting that life on Earth arose as a single, primitive prokaryote

● 4.1.10.A - Examine the effects of limiting factors on population dynamics

● CC.3.5.D - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 - 10 texts and topics

Misconceptions:

● Students assume that all living organisms need oxygen.

Concepts/Content:● All living organisms are organized

and made of cells, maintain homeostasis, reproduce, evolve, metabolize, are ruled by heredity, are interdependent, respond to stimuli, and grow and develop.

Competencies/Skills:● Give evidence for an argument● Compare and contrast

characteristics of living organisms● Make observations of organisms

and apply them to generalized concepts

Description of Activities:● 7 things that are true about… list● “Is it living?” analysis● Characteristics of Life poster

Assessments:● Determination of virus’ life status● Summative quiz including matching, multiple choice, and extended response questions

Interdisciplinary Connections:● ELA – structuring arguments

Additional Resources:● District approved textbook● Various objects (plants, fruit, pictures of organisms, etc.)


Unit Title: Structure and Function

Unit Overview/Essential Understanding: The relationship between structure and function defines most processes in biology. This unit will analyze the hierarchical structural organization of multicellular organisms in which any one system is made up of numerous parts and is itself a component of the next level. Each organ’s structure is related back to its function, which is seen throughout all kingdoms of life. Essential Question:

● How does structure determine function in various levels of biological organisms?


● apply knowledge of organ systems and organism needs to identify parts in animal diagrams

● evaluate the effectiveness of an object’s function as related to its structure

● predict a function based on structure


● HSL03 - Multicellular organisms have a hierarchical structural organization

● HSL07 - Tissues and organs are produced by cellular division and differentiation

Important Standards Addressed in this Unit:● 3.1.B.A5 - Relate the structure of cell organelles to their function● 3.1.B.A6 - Explain how cells differentiate in multicellular organisms● 3.1.B.A1 - Describe the common characteristics of life● CC.3.6.H - Draw evidence from informational texts to support analysis, reflection, and research

Misconceptions:● Students have many misconceptions about the functions of particular organs (i.e. the liver produces bile and helps process and detoxify

chemicals; students often think the liver filters blood).

Concepts/Content:● Major system and organ structure

and function● Comparative anatomy and

associated structures and functions in various organisms

Competencies/Skills:● Formulate scientific explanations

through models to explain the hierarchical organization of interacting systems working together to provide specific functions within multicellular organisms

Description of Activities:● Frog dissection● Structure-Function relationship activities at

various levels of biological organization

Assessments:● Summative unit test, Practical lab quiz

Interdisciplinary Connections:● STEM (engineering) – systems, maximum efficient function● Health – organ functions

Additional Resources:● District approved textbook● Lab materials (i.e. microscope, models, etc.)


Unit Title: Ecology

Unit Overview/Essential Understanding: This unit highlights the interdependent characteristic of life. It includes analysis of the cycles of matter and energy among organisms and their ecosystems. The implications of these cycles are discussed through examples of natural and anthropogenic changes.

Essential Question:

● How and why do organisms interact with their environment and what are the effects of these interactions?

Unit Objectives: The students will be able to…

● apply principles of structure-function relationship to organisms in a particular ecosystem

● identify biotic and abiotic traits in various ecosystems

● predict how an ecosystem will respond to changes

● graph changes in population

● classify organisms and ecosystems according to food webs, energy pyramids, and relationships

● describe how nutrients cycle between biotic and abiotic sources in an ecosystem

● trace energy and matter flow in an ecosystem

Focus Standards Addressed in this Unit: ● HSL15 & 16 - Ecosystems have carrying capacities● HSL17 - Matter is transferred through organisms in an ecosystem● HSL19 - Photosynthetic and/or chemosynthetic organisms form the lowest level of the food web● HSL20 - Photosynthesis and cellular respiration are important components of the carbon cycle● HSL21 - Matter found in organisms is cycled through food webs● HSL22 - Competition among species is ultimately competition for the matter and energy needed for life● HSL23 - Significant changes in conditions or population sizes may affect the functioning of ecosystem’s resources and habitat● HSL24 - Ecosystems are resilient● HSL39 - Changes to the physical world from both naturally occurring and human generated events can cause adverse effects on

biodiversity● HSL40 - Biodiversity is increased by speciation and decreased by extinction

Important Standards Addressed in this Unit:● 4.1.10A - Examine the effects of limiting factors on population dynamics● 4.1.10B - Explain the consequences of interrupting natural cycles

● 4.1.10C - Evaluate the efficiency of energy flow within a food web● 4.2.10A - Examine the interactions between abiotic and biotic factors within a watershed● 4.2.10B - Examine how human interactions impact wetlands and their surrounding environments● 4.5.10D - Evaluate various methods of managing waste as related to economic, environmental, and technological factors● 4.1.12C - Research how humans affect energy flow within an ecosystem● 4.3.10B - Analyze how humans manage and distribute natural resources● CC.3.5.E - Analyze the structure of the relationships among concepts in a text, including relationships among key terms

Misconceptions:● Many students think that ecosystems and organisms can recover from all changes and pollution sources.

Concepts/Content:● Defining characteristics of

ecosystem● Relationships between organisms● Biogeochemical cycles● Population ecology● Biodiversity

Competencies/Skills:● Evaluate data to explain resource

availability and other environmental factors that affect carrying capacity of ecosystems

● Use data to develop models that describe the flow of matter and energy between organisms and the ecosystem

● Provide evidence to support how elements and energy are conserved as they cycle through ecosystems

● Investigate the evidence showing the effect of competition on chances of survival

● Construct arguments about the effects of natural and human disturbances on an ecosystem and investigate solutions

Description of Activities:● Case studies of ecosystem changes● Ecosystem description readings to create food

webs, energy pyramids, and determine organism relationships

● Bean lab (tools used in different environments)

Assessments:● Ecological disaster project

Interdisciplinary Connections:● Math – population graphs● ELA – drawing information from nonfiction texts

Additional Resources:● District approved textbook● Internet-based simulations


Unit Title: Evolution

Unit Overview/Essential Understanding: The evolution of organisms is an essential principle of biology. This unit focuses on analyzing the evidence to form an argument about the theory of evolution. Adaptations that allow organisms to survive are passed on while characteristics that are not helpful get lost or hidden.

Essential Question:

● How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms?


● describe natural selection through examples

● use evidence of evolution to support the theory of natural selection

● evaluate a population’s evolutionary rate given Hardy-Weinberg factors

● create a population distribution graph

● identify successful traits in a population

Focus Standards Addressed in this Unit: ● HSL32 - Evidence of evolution is found in anatomy, heredity, embryology, and the fossil record● HSL33 - Natural selection occurs only if there is both a variation in the genetic information● HSL34 - The traits that positively affect survival are more likely to be reproduced● HSL35 - Natural selection is the result of four factors ● HSL36 & 37 - Natural selection leads to adaptations● HSL38 - Differential survival and reproduction of organisms

Important Standards Addressed in this Unit:● 3.1.B.A9 - See Science as Inquiry in the Introduction for grade level indicators● 3.1.B.B3 - Describe the basic structure of DNA, including the role of hydrogen bonding● 3.1.B.C1 - Describe species as reproductively distinct groups of organisms● 3.1.B.C2 - Describe the theory suggesting that life on Earth arose● 3.1.B.C3 - CONSTANCY AND CHANGE - Compare and contrast various theories of evolution● CC.3.5.H - Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a

scientific or technical problem● CC.3.6.A - Write arguments focused on discipline-specific content

Misconceptions:● Students often describe organisms as adapting to change with purpose instead of natural genetic changes leading to better-adapted

organisms.

Concepts/Content:● Natural selection● Evidence of evolution● Types and rates of evolution● Population genetics

Competencies/Skills:● Use evidence from molecular

genetics, anatomy, embryology, and fossils to support the theory of natural selection.

● Investigate the relationship between natural selection, allele frequency, and changes in the environment

Description of Activities:● Peppered moth simulation● Evidence analysis stations

Assessments:● Summative unit test

Interdisciplinary Connections:● ELA – use evidence to construct an argument● Math – graphing

Additional Resources:● District-approved textbook● Organism examples (skeletons, preserved animals, etc.)● Internet-based simulations


Unit Title: Genetics

Unit Overview/Essential Understanding: The genetics unit analyzes how DNA holds information and how to predict the probability of alleles being passed through generations. From simple genetics to complicated patterns of inheritance, the origins of some of the genetic variation discussed in the previous unit are addressed.

Essential Question:

● How can individuals of the same species and even siblings have different characteristics?


● analyze the results of genetic crosses

● diagram a chromosome

● trace the coding in DNA to protein

● determine a pattern of inheritance based on examples, probabilities, and pedigree charts

Focus Standards Addressed in this Unit: ● HSL01 - DNA molecules contain genetic information that is found in all cells● HSL25 - Each chromosome consists of a single very long DNA molecule● HSL26 - All cells in an organism have the same genetic content, but the genes used by the cell may be regulated in different ways● HSL27 - The information passed from parents to offspring is coded in DNA● HSL31 - Environmental factors also affect expression of traits

Important Standards Addressed in this Unit:● 3.1.B.B1 - Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA

molecules● 3.1.B.B3 - Describe the basic structure of DNA, including the role of hydrogen bonding● 3.1.B.B5 - PATTERNS Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns of

inheritance

● 3.1.C.B3 - Describe the structure of the DNA and RNA molecules● 3.1.C.C2 - Use molecular models to demonstrate gene mutation and recombination at the molecular level● A2.2.3.2.3 - Use probability for independent, dependent or compound events to predict outcomes● CC.3.5.B - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process,

phenomenon, or concept; provide an accurate summary of the text

Misconceptions:● Many students continue to recognize the law of dominance as the only determining factor in trait inheritance.

Concepts/Content:● DNA as the hereditary molecule● Gene-level mutations● Heredity - laws of segregation and

dominance.● Complex patterns of inheritance

Competencies/Skills:● Use models to demonstrate how

DNA sequences determine the structure and function of proteins

● Use probability to explain the variation and distribution of expressed traits in a population

Description of Activities:● Visual practice of patterns of inheritance● Practice problems

Assessments:● Baby project, Summative quiz

Interdisciplinary Connections:● Math – probability calculations, word problems

Additional Resources:● District-approved textbook● DNA model


Unit Title: Reproduction

Unit Overview/Essential Understanding: The reproduction unit reviews the processes of DNA replication (molecular reproduction), mitosis (asexual reproduction), and meiosis (sexual reproduction). A direct connection is drawn between reproduction and heredity.

Essential Question:

● How are characteristics of one generation passed to the next?


● describe how DNA strands are complementary to each other

● sequence the cell cycle in both mitosis and meiosis

● identify steps of each process by analyzing diagrams

● relate mitosis to growth and development in a multicellular organism

● identify mutations based on amino acid and base sequence changes

● compare and contrast mitosis with meiosis

Focus Standards Addressed in this Unit: ● HSL05 - Mitosis is the process in which individual cells multiply● HSL08 - In sexual reproduction, specialized cell division, meiosis, occurs resulting in the production of sex cells ● HSL28 - In sexual reproduction, chromosomes can create new genetic combinations through the process of meiosis● HSL29 - Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations● HSL30 - Environmental factors can also cause mutations in genes

Important Standards Addressed in this Unit:● 3.1.B.A4 - Summarize the stages of the cell cycle● 3.1.B.A5 - Relate the structure of cell organelles to their function● 3.1.B.B2 - Describe how the process of meiosis results in the formation of haploid gametes and analyze the importance of meiosis in

sexual reproduction● 3.1.B.B3 - Describe the basic structure of DNA, including the role of hydrogen bonding● 3.1.B.B5 - Distinguish among observed inheritance patterns caused by several types of genetic traits● 3.1.B.C2 - Analyze how increasingly complex, multicellular organisms evolved once cells with nuclei developed● 3.1.C.C2 - Use molecular models to demonstrate gene mutation and recombination at the molecular level● CC.3.6.B - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or

technical processes

Misconceptions:● Common student misconceptions are related to how meiosis can be affected by environmental factors (i.e. temperature requirements of

spermatogenesis; antibiotics, diet, exercise, and stress affecting oogenesis).

Concepts/Content:● Cell cycle● Phases of mitosis● DNA replication● Phases of meiosis● Chromosomal mutations

Competencies/Skills:● Use a model to explain how

mitotic cell division results in daughter cells with identical patterns of genetic materials essential for growth and repair of multicellular organisms

● Use a model to explain the mechanisms in meiosis for transmitting genetic information from parents to offspring

● Communicate information that inheritable genetic variations may result from genetic combinations

Description of Activities:● Mitosis phase identification● Quote mutation project● Karyotype lab

in haploid sex cells, errors occurring during replication, crossover between homologous chromosomes during meiosis, and environmental factors


Interdisciplinary Connections:● Health – sexual reproduction

Additional Resources:● District-approved textbook● Lab equipment (microscope, cell division slides, etc.)


Unit Title: Cells

Unit Overview/Essential Understanding: Cells are the basic unit of structure and function of living organisms. They are organized to complete all life functions. This unit allows students to better understand systems and how parts work together to complete a task.

Essential Question:

● How are cells structured to complete all necessary life functions?


● identify cell parts

● differentiate between prokaryotes and eukaryotes

● apply needs of organisms to organelle function


● HSL02 - Compare cellular structure and their functions in prokaryote and eukaryote cells

● HSL06 - Within cells, special structures are responsible for particular functions

Important Standards Addressed in this Unit:● 3.1.B.A1 - Compare and contrast the cellular structures● 3.1.B.A5 - Relate the structure of cell organelles to their function

● 3.1.B.A2 - Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration● 3.1.B.A4 - Examine how interactions among the different molecules in the cell cause the distinct stages of the cell cycle● 3.1.B.A7 - Compare and contrast the functions and structures of proteins, lipids, carbohydrates, and nucleic acids● 3.2.C.A1 - Explain the chemistry of metabolism ● 3.2.P.B6 - See Science as Inquiry in the Introduction for grade level indicators● CC.3.6.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

Misconceptions:● Many students feel that all cells have all organelles instead of particular organelles based on that cell’s function.

Concepts/Content:● Eukaryotic and prokaryotic cells● Parts of cells● Plant vs. Animal cells

Competencies/Skills:● Create a model to explain,

compare and contrast the structure and function of prokaryote and eukaryote cells and plant and animal cells

● Model endosymbiosis.● Describe how 3 or more cell parts

work together to complete a task

Description of Activities:● Cell diagram extension● Cell city


Interdisciplinary Connections:● ELA – gathering information from nonfiction texts

Additional Resources:● District approved textbook● Cell models


Unit Title: Basic Chemistry and Water

Unit Overview/Essential Understanding: This unit reviews basic chemistry concepts from general science, highlighting the energy in bonds. This leads to a study of water and how its polarity gives it so many unique properties. All properties are related back to previous units of study.

Essential Question:

● What principles of chemistry are important to living organisms?

● How are the unique properties of water necessary for life?

Unit Objectives: The student will be able to:

● diagram the structure of an atom

● use the periodic table to find information about an element’s atoms

● differentiate between ionic and covalent bonds

● describe characteristics of covalent and ionic compounds

● describe how polarity and hydrogen bonding give water its special properties

● relate properties of water to needs of living organisms

Focus Standards Addressed in this Unit: ● BIO.A.2.1 - Describe how the unique properties of water support life on earth

Important Standards Addressed in this Unit:● 3.1.B.A8 - Describe how the unique properties of water support life ● 3.1.B.A5 - Explain the role of water in cell metabolism● 4.2.10.C - Explain the relationship between water quality and the diversity of life in a freshwater ecosystem● CC.3.6.A - Write arguments focused on discipline-specific content

Misconceptions:● Students think the periodic table has to be memorized not read and interpreted.● The need for water is typically simplified to “remaining hydrated,” as opposed to the myriad of properties that help organisms survive

(i.e. capillarity in plants, density of ice for fish).

Concepts/Content:● Atoms and molecules● Ionic and covalent bonds● Polarity and hydrogen bonds● Properties of water

Competencies/Skills:● Use models to demonstrate

properties of water

Description of Activities:● Periodic table practice● Water lab stations

Assessments:● Summative quizzes, Water lab conclusions

Interdisciplinary Connections:● General Science and Chemistry – reinforcement and building

concepts

Additional Resources:● District-Approved textbook● Lab equipment (glassware, molecular models, etc.)


Unit Title: Homeostasis and Cell Processes

Unit Overview/Essential Understanding: Systems and feedback mechanisms allow living organisms and ecosystems to maintain homeostasis. This unit describes the necessary components of systems required to allow a feedback mechanism to function. Cellular processes that contribute to these mechanisms include passive and active transport.

Essential Question:

● How do organisms keep the balances necessary for maintaining life?


● determine which type of feedback mechanism is being used in a given situation

● describe system components

● compare and contrast passive and active transport

● predict how particular substances will be transported by the cell


● HSL04 - Organisms maintain homeostasis in response to changing conditions

Important Standards Addressed in this Unit:● 3.1.B.A2 - Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration● 3.1.B.A4 - Summarize the stages of the cell cycle● 3.1.B.A5 - Relate the structure of cell organelles to their function● 3.1.B.A7 - Analyze the importance of carbon to the structure of biological macromolecules● 3.1.B.A8 - CHANGE AND CONSTANCY - Recognize that systems within cells and multicellular organisms interact to maintain homeostasis● 3.2.B.B6 - See Science as Inquiry in the Introduction for grade level indicators● 3.2.C.A1 - Explain the chemistry of metabolism● CC.3.6.D - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience

Misconceptions:● The ideas of positive and negative feedback are often counterintuitive to social definitions.

Concepts/Content:● System components (sensors,

control center, communication systems, targets)

● Positive and negative feedback mechanisms

● Passive and active transport

Competencies/Skills:● Construct a model to illustrate the

similarities and differences between active and passive transport processes

● Utilize a model to explain how various molecules enter and leave a cell

Description of Activities:● Homeostasis simulation● Tonicity lab exercises● Most important immune cell “poster”


Interdisciplinary Connections:● Health – maintaining homeostasis in different exercise

conditions

Additional Resources:● District-approved textbook● Internet-based simulations


Unit Title: Biochemistry and Energy

Unit Overview/Essential Understanding: The biochemistry unit encompasses the role of carbon, chemical reactions, the importance of enzymes, macromolecules, and the chemical energy that drives living organisms.

Essential Questions: ● Why is carbon the ideal elemental building block of organic compounds?● How do enzymes help to regulate the chemical reactions of living organisms?

Unit Objectives: The student will be able to:

● identify molecules as organic and classify their type

● comprehend chemical reactions and classify them as synthesis or decomposition

● evaluate diets based on macromolecule sources and functions

● describe the function of an enzyme

● design an experiment to determine the optimum conditions for an enzyme

● contrast photosynthesis with cellular respiration

Focus Standards Addressed in this Unit: ● HSL09 - Photosynthesis is the process in which light energy is transformed into chemical energy● HSL10 - Sugar molecules are carbohydrates with hydrocarbon backbones● HSL11 - Chemical reactions are driven by matter and energy flowing through different organizational levels of biological systems ● HSL12 - Energy flows through systems by means of chemical reactions● HSL13 - Energy is transferred from one system to another as a result of chemical reactions● HSL14 - Anaerobic cellular respiration follows a different and less efficient chemical pathway to provide energy in cells● HSL18 - Photosynthesis and cellular respiration provide most of the energy for life processes

Important Standards Addressed in this Unit:● 3.1.B.A2 - Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration● 3.1.B.A5 - Relate the structure of cell organelles to their function● 3.1.B.A7 - Analyze the importance of carbon to the structure of biological macromolecules● 3.1.B.A8 - CHANGE AND CONSTANCY - Recognize that systems within cells and multicellular organisms interact to maintain homeostasis● 3.2.C.A1 - Explain the chemistry of metabolism● 3.1.C.A2 - Describe how changes in energy affect the rate of chemical reactions● 3.1.C.A7 - Illustrate the formation of carbohydrates, lipids, proteins, and nucleic acids● 4.1.10.C - Evaluate the efficiency of energy flow within a food web● 4.1.12.C - Research how humans affect energy flow within an ecosystem● CC.3.6.I - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences

Misconceptions:● Students often think that plants do not need oxygen.

Concepts/Content:● Organic compound formation and

breakdown● Biological macromolecules’

structure, function, and source● Enzyme function and limitations● Photosynthesis● Cellular respiration

Competencies/Skills:● Construct a model to support

explanations of the process of photosynthesis by which light energy is converted to stored

● Construct a model that illustrates the biosynthesis of certain amino acids from metabolic products produced during aerobic respiration

● Use a model to illustrate how cells use Carbon, Hydrogen, Oxygen, Nitrogen and Sulfur to synthesize biological macromolecules

● Use a model to explain cellular respiration as a chemical process whereby the bonds of food molecules and oxygen molecules are broken and bonds in new compounds are formed that result in a net transfer of energy

● Evaluate data to compare the energy efficiency of aerobic and anaerobic respiration within organisms

Description of Activities:● Rate of photosynthesis lab● Fermentation lab● Carbon polymer lab

Assessments:● Summative unit test, compare and contrast writing assignment

Interdisciplinary Connections:● Food and Consumer Science – balanced diet

Additional Resources:● District-Approved textbook● Lab equipment (glassware, yeast, elodea, etc.)● Internet-based simulations

· web viewapplied biology . description: topics in applied biology include the organization,...

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