Module 2 Blueprint of Life Program

Module 2 Blueprint of Life Stage 6 HSC Course Target Outcomes Domain: Knowledge
H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

1/2/2006 7/4/2006

PFA H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking H2 analyses the ways in which models, theories and laws in biology have been tested and validated H3 assesses the impact of particular advances in biology on the development of technologies H4 assesses the impacts of applications of biology on society and the environment H5 identifies possible future directions of biological research

H11 H12

H7
H8 H9

analyses the impact of natural and human processes on biodiversity H13

evaluates the impact of human activity on the interactions of organisms and their environment describes the mechanisms of inheritance in molecular terms

H14

H10 describes the mechanisms of evolution and H15 assesses the impact of human activity on evolution Domain: Values & Attitudes H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

Domain: Skills justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding assesses the validity of conclusions from gathered data and information explains why an investigation is best undertaken individually or by a team

Indicates resources and references.

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

H7 H8 H10 H11 H12 H14

Carry out Activity 6.1, HBAM, to model natural selection. Outline the historical development of theories of evolution and assess social, political and religious influences on these developments. Video: EVOL HBAM, Activity 6.6 Review theory of natural selection giving examples to outline the impact of changes in physical and chemical environments and competition for resources. BZ: Population Genetics p 283, 290 HB, p264 266

outline the impact on plan, choose the evolution of plants equipment or and animals of: resources and perform a first-hand changes in investigation to model physical natural selection conditions in the analyse information environment from secondary changes in sources on the chemical historical development conditions in the of theories of environment evolution and use competition for available evidence to resources assess social and political influences on these developments

H10

Define and give examples of divergent

describe, using

perform a first-hand

11.2 plan first-hand investigations to: c) design investigation that allow valid and reliable data and information to be collected 11.3 choose equipment or resources by: a) identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake the investigation 12.1 perform first-hand investigations by: a) carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments 14.1 analyse information to: c) identify and explain how data supports or refutes an hypothesis, a prediction or a proposed solution to a problem 14.2 solve problems by: d) evaluating the appropriateness of different strategies for solving an identified problem 12.3 gather information from secondary

HSC Biology Module 2 Program 2005/06

Outcome s H12 H14 Teaching and Learning Activities Students learn to: Students: Skills

evolution, convergent evolution, homologous structures and analogous structures. Carry out Activity 6.4, HBAM BZ: The Evidence of Evolution p314 320 Evolution p 336 342 Optional: Becoming Whales activity from http://www.indiana.edu/~ensiweb/lessons/ whale.ev.html HB, p266 271, 272 276 Complete Questions on p 276 277, HB

specific examples, how the theory of evolution is supported by the following areas of study: palaeontology, including fossils that have been considered as transitional forms biogeography comparative embryology
comparative anatomy

investigation or gather information from secondary sources (including photographs/ diagrams/models) to observe, analyse and compare the structure of a range of vertebrate forelimbs

sources by: d) summarising and collating information from a range of resources 14.1 analyse information to: a) identify trends, patterns and relationships as well as contradictions in data and information b) justify inferences and conclusions c) identify and explain how data supports or refutes an hypothesis, a prediction or a proposed solution to a problem

H1 H3 H4 H12

Carry out Activity 6.5, HBAM BZ: The Evidence for Evolution p 314 5 HB, p271 272 Figure 6.2.7, p 299, BIC

explain how Darwin/Wallaces theory of evolution by natural selection and isolation accounts for divergent evolution and convergent evolution describe, using use available evidence specific examples, to analyse, using a how the theory of named example, how evolution is supported advances in by the following areas technology have

12.4 process information to: b) identify and apply appropriate mathematical formulae and concepts 13.1 present information by:

HSC Biology Module 2 Program 2005/06

Outcome s H13 H14 Teaching and Learning Activities Students learn to: Students: Skills

of study: biochemistry

changed scientific thinking about evolutionary relationships

H1 H2 H9 H12 H13 H14

Describe Mendels work and his law of inheritance. BZ: Inheritance p 255 262 Define law of segregation and law of independent assortment Carry out Activity 6.8, HBAM Complete Questions 6.5, p313, BIC Complete Questions on p286 287, HB HB, p278 285

outline the experiments solve problems carried out by Gregor involving monohybrid Mendel crosses using Punnett squares or other describe the aspects of appropriate techniques the experimental techniques used by Mendel that led to his success outline the reasons why the importance of Mendels work was not recognised until some time after it was published describe outcomes of monohybrid crosses

a) selecting and using appropriate text types or combinations thereof, for oral and written presentations 14.1 analyse information to: b) justify inferences and conclusions c) identify and explain how data supports or refutes an hypothesis, a prediction or a proposed solution to a problem d) predict outcomes and generate plausible explanations related to the observations 12.4 process information to: b) identify and apply appropriate mathematical formulae and concepts 13.1 present information by: d) using symbols and formulae to express relationships and using appropriate units for physical quantities 14.1 analyse information to: a) identify trends, patterns and relationships as well as contradictions in data and information f) use models, including mathematical ones, to explain phenomena and/or make predictions

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

H9 H12 H13 H14

Outline Sutton and Boveris works. Explain Mendels work using Sutton and Boveris chromosome theory of inheritance. Table 3.2, SPB Revise mitosis, meiosis and gamete formation. Carry out Activity 6.10, HBAM to model meiosis, crossing over, segregation of chromosomes and gamete production using pipe cleaners. BZ: Inheritance p 254, 268 269

involving simple dominance using Mendels explanations distinguish between homozygous and heterozygous genotypes in monohybrid crosses distinguish between the terms allele and gene, using examples explain the relationship between dominant and recessive alleles and phenotype using examples outline the roles of process information Sutton and Boveri in from secondary identifying the sources to construct a importance of model that chromosomes demonstrates meiosis and the processes of describe the chemical crossing over, nature of segregation of chromosomes and chromosomes and the production of haploid genes gametes explain the relationship between

12.1 perform first-hand investigations by: a) carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments 13.1 present information by: e) using a variety of pictorial representations to show relationships and present information clearly and succinctly 14.1 analyse information to:

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

The Genetic Code p 237 - 238 Video Meiosis HB, 288 291

H9 H12 H14

Describe Morgans work on linkage. Sex linked inheritance problem set in folder. BZ: The Genetic Code p 214 Inheritance p 266 267, 270 273, 278 280, 284 HB, p291 295

the structure and behaviour of chromosomes during meiosis and the inheritance of genes explain the role of gamete formation and sexual reproduction in variability of offspring explain the relationship solve problems between the structure involving coand behaviour of dominance and sex chromosomes during linkage meiosis and the inheritance of genes describe the inheritance of sexlinked genes, and alleles that exhibit co-dominance and explain why these do not produce simple Mendelian ratios describe the work of Morgan that led to the understanding of sex linkage

d) predict outcomes and generate plausible explanations related to the observations

12.3 gather information from secondary sources by: c) extracting information from numerical data in graphs and tables as well as from written and spoken material in all its forms 12.4 process information to: b) identify and apply appropriate mathematical formulae and concepts 14.1 analyse information to: b) justify inferences and conclusions d) predict outcomes and generate plausible explanations related to the observations 14.3 use available evidence to: b) propose ideas that demonstrate coherence and logical progression and include correct use of scientific principles and ideas c) apply critical thinking in the consideration

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

H6 H11 H12 H14

Investigate how different light regimes would affect phenotypic expression of alfalfa seedlings. Carry out Activity 6.11, HBAM BZ: Inheritance p 274 Gene expression simulation using heart disease. Download Chapter 3C Is it nature, or is it nurture from Web1 Complete Questions on p 296, HB HB, p 295

explain the relationship between homozygous and heterozygous genotypes and the resulting phenotypes in examples of codominance outline ways in which identify data sources the environment may and perform a firstaffect the expression of hand investigation to a gene in an individual demonstrate the effect of environment on phenotype

of predictions, hypotheses and the results of investigations

11.1 identify data sources to: a) analyse complex problems to determine appropriate ways in which each aspect may be researched b) determine the type of data that needs to be collected and explain the qualitative or quantitative analysis that will be required for this data to be useful d) identify and use correct units for data that will be collected 12.1 perform first-hand investigations by: b) efficiently undertaking the planned procedure to minimise hazards and wastage of resources c) disposing carefully and safely of any waste materials produced during the investigation d) identifying and using safe work practices during investigations 12.2 gather first-hand information by:

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

H1 H2 H9 H12 H15

Watch VideoDNA and takes notes on the structure of DNA. Describe the process of DNA replication. Web2 Model DNA replication using CSIRO Kit BZ: The Genetic Code p 216, 224 229 Carry out Activity 6.16, HBAM HB, p 297 - 298

a) using appropriate data collection techniques, employing appropriate technologies, including data loggers and sensors b) measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as appropriate 12.4 process information to: a) assess the accuracy of any measurements and calculations and the relative importance of the data and information gathered g) use cause and effect relationships to explain phenomena 14.2 solve problems by: a) identifying and explaining the nature of a problem 14.3 use available evidence to: d) formulate cause and effect relationships identify that DNA is a process information 12.3 gather information from secondary double-stranded from secondary sources by: molecule twisted into a sources to describe and a) accessing information from a range of helix with each strand analyse the relative resources, including popular scientific comprised of a sugarimportance of the work phosphate backbone of: journals, digital technologies and the and attached bases James Watson Internet adenine (A), thymine Francis Crick H15 explains why an investigation is best (T), cytosine (C) and Rosalind Franklin guanine (G) undertaken individually or by a team

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

connected to a complementary strand by pairing the bases, A-T and G-C describe the process of DNA replication and explain its significance

H9 H12

Carry out Activity 6.12, HBAM Follow process of protein synthesis on Web2. BZ: The Genetic Code p 223, 230 234 HB, 299 302

outline, using a simple model, the process by which DNA controls the production of polypeptides

Maurice Wilkins in determining the structure of DNA and the impact of the quality of collaboration and communication on their scientific research perform a first-hand investigation or process information from secondary sources to develop a simple model for polypeptide synthesis analyse information from secondary sources to outline the evidence that led to Beadle and Tatums one gene one protein hypothesis and to explain why this was altered to the one gene one polypeptide hypothesis process information to construct a flow chart

H1 H2 H6 H13 H14

Carry out Activity 6.13, HBAM VideoGenes BZ: The Genetic Code p 223, 235 HB, p 305

explain the relationship between proteins and polypeptides

H6

Complete the following pages in BZ and construct a flow chart to show how changes in

explain how mutations in DNA may lead to

12.3 gather information from secondary sources by: c) extracting information from numerical data in graphs and tables as well as from written and spoken material in all its forms d) summarising and collating information from a range of resources 13.1 present information by: c) selecting and using appropriate methods to acknowledge sources of information e) using a variety of pictorial representations to show relationships and present information clearly and succinctly 14.1 analyse information to: g) use cause and effect relationships to explain phenomena 13.1 present information by:

HSC Biology Module 2 Program 2005/06

Outcome s H10 H13 H14 H16 Teaching and Learning Activities Students learn to: Students: Skills

DNA sequence can result in changes in cell activity. BZ: Mutations p 240 246, 247 Carry out Activity 6.14, HBAM Mutation worksheet in folder. HB, p 302 304

the generation of new alleles

that shows that changes in DNA sequences can result in changes in cell activity

H7 H8 H10 H12 H14

Carry out Activity 6.15, HBAM Carry out Modelling antibiotic resistance, ST9, additional activities, Ch2- to be done in Module 3 Case study: Investigate rabbit control in Australia using myxomatosis. BZ: Population Genetics p 298 HB, p 305 306

explain how an understanding of the source of variation in organisms has provided support for Darwins theory of evolution by natural selection

process and analyse information from secondary sources to explain a modern example of natural selection

e) using a variety of pictorial representations to show relationships and present information clearly and succinctly 14.1 analyse information to: g) use cause and effect relationships to explain phenomena H16 justifies positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science 12.3 gather information from secondary sources by: e) identifying practising male and female Australian scientists, the areas in which they are currently working and information about their research 13.1 present information by: f) selecting and drawing appropriate graphs to convey information and relationships clearly and accurately 14.1 analyse information to: a) identify trends, patterns and relationships as well as contradictions in data and information

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

H10 H12

Read resources provided to compare and contrast the ideas of gradual evolutionary process and punctuated equilibrium. BZ: Evolution p 328 330, 335 Population Genetics p 292, 303

describe the concept of punctuated equilibrium in evolution and how it differs from the gradual process proposed by Darwin

H1 H3 H4 H5 H14 H16

Outline the methodology used in each reproductive techniques (including hybridization) using examples and discuss their impact on genetic diversity. Carry out Activity 6.17, HBAM Carry out Activity 6.9, Q 1 3, HBAM BZ: Population Genetics p 306 309 Carry out online cloning activity, Web5 VideoGM Carry out Activity 6.18, HBAM HB, p309 322

identify how the following current reproductive techniques may alter the genetic composition of a population: artificial insemination artificial pollination cloning discuss the potential impact of the use of reproduction technologies on the

process information from secondary sources to describe a methodology used in cloning process information from secondary sources to describe an example of hybridisation within a species and explain the purpose of this hybridisation

d) predict outcomes and generate plausible explanations related to the observations g) use cause and effect relationships to explain phenomena 14.3 use available evidence to: d) formulate cause and effect relationships 12.3 gather information from secondary sources by: c) extracting information from numerical data in graphs and tables as well as from written and spoken material in all its forms d) summarising and collating information from a range of resources 13.1 present information by: a) selecting and using appropriate text types or combinations thereof, for oral and written presentations e) using a variety of pictorial representations to show relationships and present information clearly and succinctly 14.1 analyse information to: b) justify inferences and conclusions 14.2 solve problems by: a) identifying and explaining the nature of a problem d) evaluating the appropriateness of different

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

genetic diversity of species using a named plant and animal example that have been genetically altered

H1 H4 H5 H7 H10 H12 H13 H14 H16

Assessment Task 2 Prepare a case study to show how an environmental (physical or chemical) change can lead to changes in a species. Construct a pedigree of own family. Present, discuss and evaluate the biological and ethical issues arising from the use of transgenic species. Outline the process used.

outline the processes used to produce transgenic species and include examples of this process and reasons for its use

analyse information from secondary sources to prepare a case study to show how an environmental change can lead to changes in a species perform an investigation to construct pedigrees or family trees, trace the inheritance of selected characteristics and discuss their current use analyse information from secondary sources to identify examples of the use of transgenic species and

strategies for solving an identified problem 14.3 use available evidence to: a) design and produce creative solutions to problems b) propose ideas that demonstrate coherence and logical progression and include correct use of scientific principles and ideas 11.1 identify data sources to: a) analyse complex problems to determine appropriate ways in which each aspect may be researched 12.3 gather information from secondary sources by: a) accessing information from a range of resources, including popular scientific journals, digital technologies and the Internet d) summarising and collating information from a range of resources 12.4 process information to: e) assess the reliability of first-hand and secondary information and data by considering information from various sources f) assess the accuracy of scientific information presented in mass media by

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

use available evidence to debate the ethical issues arising from the development and use of transgenic species

comparison with similar information presented in scientific journals 13.1 present information by: a) selecting and using appropriate text types or combinations thereof, for oral and written presentations b) selecting and using appropriate media to present data and information c) selecting and using appropriate methods to acknowledge sources of information d) using symbols and formulae to express relationships and using appropriate units for physical quantities 14.1 analyse information to: b) justify inferences and conclusions d) predict outcomes and generate plausible explanations related to the observations H16 justifies positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

Resource Name Heinemann Biology Heinemann Biology Activity Manual Biology in Context The Spectrum of Life Spotlight Biology HSC Course Biozone Science in Focus Big Questions Mendel Meiosis DNA: Threads of Life Evolution (PBS Series) Is it nature, Or is it nuture DNA Workshop CSIRO Double Helix How your genes work Science Tracks 9 Biotechnology in Livestock Framing Links on Cloning

Key HB HBAM BIC SPB BZ Video:Big Q

Media Type Location Textbook Staff Library/ Student copy Activity manual Staff Library/ Student copy Textbook Textbook Library Resource and activity manual Student copy Video Science Lab Video Science Lab VideoDNA Video Science Lab Video:EVOL Video Science Lab, Website: http://www.pbs.org/wgbh/evolution/darwin/index.html Web 1 Activity http://www.so.wustl.edu/science_outreach/curriculum/genetics/download.html Web 2 Online activity http://www.pbs.org/wgbh/aso/tryit/dna/# CSIRO Kit Photocopiable material Science Lab VideoGenes Video Science Lab ST9 Textbook Science Lab Web 3 Online resources http://genetech.csiro.au/biotechLivestock/index.htm Web 4 Online resources http://learn.genetics.utah.edu/units/cloning/

HSC Biology Module 2 Program 2005/06

Outcome s Teaching and Learning Activities Students learn to: Students: Skills

Click and Clone activity 60 Minutes - GM

Web 5 VideoGM

Online activity Video

http://learn.genetics.utah.edu/units/cloning/clickandclone/ Science Lab

Online activity on: colour blindness http://science.uniserve.edu.au/mirror/biolproject/human_bio/problem_sets/color_blindness/color_blindness.html genetics (general) http://science.uniserve.edu.au/mirror/biolproject/human_bio/problem_sets/human_genetics/human_genetics.html blood types http://science.uniserve.edu.au/mirror/biolproject/human_bio/problem_sets/blood_types/Intro.html