Biology Topic: MACROMOLECULES SACE Stage 2 Term 1 2015 TOPIC PLAN LEVEL: SACE Stage 2 Biology TOPIC: Macromolecules SCHOOL: Seaford Secondary School DATE: Term 1 2015 CONTENTS 1. School/student context 2. SACE Biology 2015 Subject Outline 3. Learning requirements 4. Content/Activity Sequence 5. Lesson Plans 6. Assignment 7. Test (note: the test will be held at the completion of the Macromolecules topic, it will not be held within this outlined lesson sequence)
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Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
TOPIC PLAN
LEVEL:
SACE Stage 2 Biology
TOPIC:
Macromolecules
SCHOOL:
Seaford Secondary School
DATE:
Term 1 2015
CONTENTS
1. School/student context
2. SACE Biology 2015 Subject Outline
3. Learning requirements
4. Content/Activity Sequence
5. Lesson Plans
6. Assignment
7. Test (note: the test will be held at the completion of the
Macromolecules topic, it will not be held within this outlined lesson sequence)
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
1. School/student context
Seaford Secondary School is located in the south-western suburbs of Adelaide. Our
values include Excellence, Cooperation, Integrity and Respect and our mission is to
provide students with outstanding preparation for life in a safe environment of open
and respectful relationships in which learning, high achievement, good character and
participation in the school community are valued. With 650 students from years 8-12
the focus is on the student working with teachers, parents and the community to
achieve their highest potential in all aspects of life. Truancy is not an issue at Seaford
Secondary School.
Seaford Secondary School has a Smartboard fitted into over 80% of classrooms. The
Smartboard can be used as an interactive whiteboard or as a projector to show
presentations and videos by connecting up to a laptop. All teachers are provided a
laptop and access to the school internet allowing for a more technological approach
to teaching and learning. Students are also granted access to the school internet via
personal smart phones, Ipads and laptops. Seaford Secondary School also has 20
laptop trolleys that can be loaned out to classrooms upon request by a teacher for
student use along with 10 computer laboratories. At the beginning of the year
students are supplied with one USB strictly to use for educational purposes only;
transporting assignments between classes and back and forth from school.
The class has a total of 19 students, including 11 females and 8 males. While the
male students have a much greater physical presence in the room, the females have
a much greater vocal presence in the room. These students are a very talkative and
interactive group of young people. There tends to be a frequent low level
conversation during class, however, it should not be discouraged as the conversation
is usually not off topic. They are critical thinkers who often challenge the curriculum
and attempt to explore wider boundaries; they sometimes do this in front of the
whole class, but more frequently in conversation with peers.
Due to the positive environment in the classroom all students demonstrate
confidence answering questions in class. The students all respond very well to group
work and enjoy the friendly competition between groups. In this Stage 2 Biology
class the main teaching resource is the third edition of the Biology SACE 2 Key Ideas
textbook from the Essentials Education series. This textbook is used in conjunction
with the third edition of the Biology SACE 2 Workbook textbook from the Essentials
Education series. All students in this class have access to at least one form of
personal device, including a laptop, for school use.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
2. SACE Subject Outline 2015
Stage 2 Biology is a 20-credit subject in which the topics are prescribed.
The Stage 2 Biology subject outline is organised around the following four themes:
Macromolecules
Cells
Organisms
Ecosystems.
The themes are arranged as a hierarchy. Each theme is divided into the following six threads:
Organisation
Selectivity
Energy Flow
Perpetuation
Evolution
Human Awareness.
This subject outline also identifies a set of skills that should be developed through
practical and other learning activities within and across the themes and threads.
The following table shows the interrelationship of the themes, threads, and key ideas
of the subject; the latter are denoted by a letter–number code, which does not indicate a prescribed teaching sequence.
The biological investigation skills described under Learning Scope and Requirements
are an essential component of Stage 2 Biology. Students are expected to have opportunities to develop these skills through their learning opportunities and to
provide evidence of their learning and competency in these skills through both the school assessment and the external assessment.
The following key ideas and intended student learning describe the content of this subject.
Macromolecules (M)
Key Ideas
Students should know and under-
stand the following:
Intended Student Learning
Students should be able to do the fol-
lowing:
Organisation
M1. The chemical unit of genetic
information in most organ-
isms is DNA.
M1.1 Model the structure of DNA as
a double helix made up of a
sequence of complementary
bases joined by weak bonds.
The bases are attached to a
sugar phosphate backbone.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Key Ideas
Students should know and under-
stand the following:
Intended Student Learning
Students should be able to do the fol-
lowing:
M2. The structural unit of infor-
mation in the cell is the
chromosome.
M2.1 Know that a chromosome is
made up of many genes.
M2.2 Explain that each chromo-
some has genes specific to
that chromosome, making it
identifiable.
M3. The functional unit of infor-
mation on the chromosome is
the gene.
M3.1 Know that a gene consists of
a unique sequence of bases
that code for a polypeptide or
an RNA molecule.
M3.2 Describe how three bases,
called a codon in mRNA, code
for one amino acid.
M4. The flow of information from
DNA to protein is unidirec-
tional in most organisms.
DNA → RNA → protein
M4.1 Describe and illustrate the
processes of transcription and
translation, including the roles
of mRNA, tRNA, and ribo-
somes.
M5. The three-dimensional struc-
ture of a protein is critical to
its function.
M5.1 Explain how the three-
dimensional structure of pro-
teins can facilitate the recog-
nition and binding of specific
molecules, including enzymes
and substrates, and cell
membrane receptors and
hormones.
M6. Polysaccharides and lipids are
important macromolecules in
cells and organisms.
M6.1 Know that polysaccharides,
including cellulose and chitin,
and lipids contribute to the
structural components of cells
and organisms.
M6.2 Know that polysaccharides,
including starch and glycogen,
and lipids, including fats and
oils, contribute to energy re-
serves in cells.
Selectivity
M7. Specific base-pairing is the
mechanism of DNA replica-
tion.
M7.1 Illustrate the mechanism of
semi-conservative replication
through complementary base-
pairing.
M8. Enzymes are specific for their
substrate.
M8.1 Describe the induced-fit mod-
el of enzyme–substrate bind-
ing.
M8.2 Explain how pH, temperature,
and chemical inhibitors can
alter the binding of enzymes
and substrates at the active
site.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Key Ideas
Students should know and under-
stand the following:
Intended Student Learning
Students should be able to do the fol-
lowing:
M9. Molecular recognition is an
important property for life
processes.
M9.1 Explain how cell membrane
receptors allow cells to recog-
nise and select molecules
necessary for cell activities.
Energy Flow
M10. Enzymes increase reaction
rates by lowering activation
energy.
M10.1 Understand that reactions re-
quire an initial input of energy
to proceed.
M10.2 Describe how enzymes cata-
lyse biological reactions by
lowering the input of energy
required to initiate a reaction.
M11. Macromolecules are used as
energy reserves.
M11.1 Know that glycogen, starch,
and some lipids are important
stores of energy.
Perpetuation
M12. DNA carries genetic infor-
mation from one generation
to the next.
M12.1 Understand that DNA is per-
petuated by semi-
conservative replication.
Evolution
M13. The universal presence of
DNA is strong evidence for
the common ancestry of all
living things.
M13.1 Know that DNA holds genetic
information in most living
things.
M13.2 Know that DNA has diversified
over billions of years.
M14. DNA and protein sequences
usually show greater similari-
ty between closely related
groups of organisms than be-
tween distantly related
groups.
M14.1 Understand that organisms
have common features at-
tributable to commonly
shared sequences of DNA.
M14.2 Explain why the greater the
similarity there is between the
sequences of nucleotides in
their DNA, the more likely it is
that the separation of two
species is recent.
M15. Change in the base sequence
of DNA can lead to the altera-
tion or absence of proteins
and to the appearance of new
characteristics in the de-
scendants.
M15.1 Know that changes in the
DNA sequence are called ‘mu-
tations’.
M15.2 Know that the mutation rate
can be increased by radiation,
mutagenic chemicals, and
high temperature.
M15.3 Explain how inheritable muta-
tions can lead to changes in
the characteristics of the de-
scendants.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Key Ideas
Students should know and under-
stand the following:
Intended Student Learning
Students should be able to do the fol-
lowing:
Human Awareness
M16. Human beings can manipulate
DNA.
M16.1 Know that DNA can be ex-
tracted from cells.
M16.2 Describe how particular genes
can be selected and removed
using probes and restriction
enzymes.
M16.3 Describe how selected genes
can be transferred between
species using bacterial plas-
mids, viruses, and microinjec-
tion.
M16.4 Discuss the social conse-
quences of the manipulation
of DNA.
M17. Human beings can sequence
even small amounts of DNA.
M17.1 Understand that segments of
DNA can be multiplied using
the polymerase chain reaction
(PCR) and that their base se-
quences can then be identi-
fied (details are not required).
M17.2 Explain how differences in
DNA fragments, identified by
DNA profiling, can be used in
forensic science.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
3. Learning requirements
Students should:
1. Identify and formulate questions, hypotheses, concepts, and purposes that guide
biological investigations
2. Design and conduct individual and collaborative biological investigations
3. Manipulate apparatus and use technological tools and numeracy skills to obtain,
represent, analyse, interpret, and evaluate data and observations from biological investigations
4. Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and
environmental issues
5. Communicate their knowledge and understanding of biological concepts, using appropriate biological terms and conventions
6. Demonstrate and apply biological knowledge and understanding of concepts and interrelationships to a range of contexts and problems, including by presenting
alternative explanations.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
4. Content/Activity Sequence
Lesson
Content Student Activity
(including due dates)
1 M1 – The chemical unit of genetic information in most organisms is DNA.
Make a 3D model of DNA.
H/Work Draw a labelled diagram of DNA and list the complementary base pairs.
2 M1 – The chemical unit of genetic information in most organisms is
DNA.
M2 – The structural unit of information in the cell is the chromosome.
Worksheet 1 – Structure of DNA.
Powerpoint Presentation (Macromolecules – Key Idea M2).
H/Work Worksheet 2 – Chromosomes and Genes.
3 & 4 M3 – The functional unit of information on the chromosome is the gene.
M4 – The flow of information from
DNA to protein is unidirectional in most organisms.
DNA -> RNA -> Protein
Watch video on gene expression (transcription and translation).
Worksheet 4 – Protein Synthesis.
Create a DNA code and illustrate transcription and translation it into a
polypeptide chain.
Review unit to date.
H/Work Write Key Points from the week into the Student’s Revision Guide.
5 M5 – The three-dimensional structure of a protein is critical to its function.
‘Protein – 3 to Match’ task.
Worksheet 5 – Structure and Function of
Proteins
H/Work Worksheet 5 – Structure and Function of Proteins
6 M8 – Enzymes are specific for their substrate.
Enzyme Laboratory
H/Work Worksheet 7 – Enzymes
7 & 8 M8 – Enzymes are specific for their substrate.
M10 – Enzymes increase reaction rates by lowering activation energy.
Practical Report Writing.
Worksheet 7 – Enzymes.
Design a practical investigating enzymes.
What makes a good practical report?
H/Work Design a practical investigating enzymes.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Lesson
Content Student Activity
(including due dates)
9 M9 – Molecular recognition is an important property for life processes.
Powerpoint on molecular recognition.
Update Key Points Focus.
Questions.
Submit practical proposals.
H/Work
10 M5 – The three-dimensional structure of a protein is critical to
its function.
M8 – Enzymes are specific for their substrate.
M10 – Enzymes increase reaction
rates by lowering
M9 – Molecular recognition is an important property for life
processes.
Key Points.
Focus Questions.
Gain feedback on practical proposals.
H/Work Complete Key Points and Focus Questions identified in Lesson 10.
11 & 12
Enzyme Experiment.
Practical Report Writing.
Work collaboratively to conduct experiment.
Work independently on the written
practical report.
H/Work Practical Report (due Monday lesson 17)
13 M6 – Polysaccharides and lipids are important macromolecules in cells and organisms.
M11 – Macromolecules are used as
energy reserves.
PowerPoint on Polysaccharides and Lipids.
Worksheet 6 – Polysaccharides and Lipids.
H/Work Practical Report
14 M7 – Specific base-pairing is the mechanism of DNA replication.
Practical Report Writing.
Tutorial on DNA Replication
Key Points.
Focus Questions.
Practical Report.
H/Work Practical Report
15 &
16
Practical Report.
M1, M2, M3, M4, M5, M6, M7, M8,
M9, M10 and M11.
Continue on Practical Report with some one-on-one support from the teacher.
Students will: M1.1 Model the structure of DNA as a double helix made up of a sequence of
complementary bases joined by weak bonds, where the bases are attached to a sug-ar phosphate backbone. M2.1 Know that a chromosome is made up of many genes.
M2.2 Explain that each chromosome has genes specific to that chromosome, making it identifiable.
Time (mins)
Teacher Activity Student Activity Resources
5 Check homework and recap
on Monday’s lesson.
Have homework
open on the book and recap on
Monday’s lesson.
Homework
books.
15 Hand out ‘Worksheet 1 –
Structure of DNA’.
Provide support to students
as they work through their worksheet.
Individually work through ‘Worksheet
1 – Structure of DNA’.
Photocopies of
‘Worksheet 1 – Structure of
DNA’ (page 4-5 of the
Workbook).
5 Read through the worksheet
and go through answers with the students.
Mark worksheet and
make any corrections.
Answers (page
258 of the Workbook).
20 Deliver a Powerpoint
presentation on Genes and Chromosomes.
Listen, take notes
and ask questions.
Macromolecules
– Key Idea M2 (Powerpoint).
5 Hand out ‘Worksheet 2 – Chromosomes and Genes’.
Inform students of
homework.
Write homework in diary/equivalent.
Photocopies of ‘Worksheet 2 –
Chromosomes
and Genes’ (page 8-9 of the
Workbook).
H/W Read pages 4-8 of the Key Ideas textbook and work through
Identify and formulate questions, hypotheses, concepts, and purposes that guide biological investigations.
Design and conduct a collaborative biological investigations
Manipulate apparatus and use technological tools and numeracy skills to obtain, represent, analyse, interpret, and evaluate data and observations from
biological investigations.
Communicate your knowledge and understanding of biological concepts, using appropriate biological terms and conventions.
DUE DATE: 10 days from commencement date @ 11:59pm Submission via email (lesson time will be allocated to
assessment)
Assignment: You are going to develop a research question related to factors affecting enzymes and then design a practical investigation to answer your question.
You need to submit this assignment in two parts. The first part is a collaborative Written Proposal of 500 words (maximum). The second part is an individual Practical Report of 1,500 words (maximum).
What to cover in the Written Proposal:
Identify the factor of interest.
State a hypothesis in regards to how this factor has an effect on an enzyme.
Outline the materials (including quantities) required for the experiment.
Provide a detailed step-by-step method of how you are going to conduct
your experiment.
In the Practical Report include headings:
Abstract
Introduction
Materials
Method
Results
Discussion
Conclusion
Reference List
See the Practical Report Guide – Year 12 for more information on what information goes un-
der each of these headings.
You are reminded to guide your report with the use of the Performance
Standards that are being assessed for this task.
Your report should be typed in size 12 Calibri (Body) with 1.5 line spacing and the word count included at the top. Save the final report as a PDF and email it in before the due date.
Designs logical, co-herent, and detailed biological investiga-tions.
Designs well-considered and clear biological investiga-tions.
Designs considered and generally clear biological investiga-tions.
Prepares the outline of one or more bio-logical investiga-tions.
Identifies a simple procedure for a bio-logical investigation.
Investigation 3
Manipulates appa-ratus and technologi-cal tools carefully and highly effectively to implement well-organised, safe, and ethical investigation procedures.
Manipulates appa-ratus and technologi-cal tools carefully and mostly effective-ly to implement or-ganised, safe, and ethical investigation procedures.
Manipulates appa-ratus and technologi-cal tools generally carefully and effec-tively to implement safe and ethical in-vestigation proce-dures.
Uses apparatus and technological tools with inconsistent care and effective-ness and attempts to implement safe and ethical investigation procedures.
Attempts to use ap-paratus and techno-logical tools with limited effectiveness or attention to safe or ethical investiga-tion procedures.
Investigation 4
Obtains, records, and displays findings of investigations, using appropriate conventions and formats accurately and highly effectively.
Obtains, records, and displays findings of investigations, using appropriate conventions and formats mostly accurately and effectively.
Obtains, records, and displays findings of investigations, using generally appropriate conventions and formats with some errors but generally accurately and effectively.
Obtains, records, and displays findings of investigations, using conventions and formats inconsistently, with occasional accuracy and effectiveness.
Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.
Analysis & Evaluation
1
Critically and sys-tematically analyses data and their con-nections with con-cepts, to formulate logical and percep-tive conclusions and make relevant pre-dictions.
Clearly and logically analyses data and their connections with concepts, to formulate consistent conclusions and make mostly rele-vant predictions.
Analyses data and their connections with concepts, to formulate generally appropriate conclu-sions and make sim-ple predictions, with some relevance.
Describes basic con-nections between some data and con-cepts, and attempts to formulate a con-clusion and make a simple prediction that may be rele-vant.
Attempts to connect data with concepts, formulate a conclu-sion, and make a prediction.
Analysis & Evaluation
2
Critically and logically evaluates procedures and suggests a range of appropriate improvements.
Logically evaluates procedures and suggests some appropriate improvements.
Evaluates some procedures in biology and suggests some improvements that are generally appropriate.
For some procedures, identifies improvements that may be made.
Acknowledges the need for improvements in one or more procedures.
Application 3
Demonstrates initiative in applying constructive and focused individual and collaborative work skills.
Applies mostly constructive and focused individual and collaborative work skills.
Applies generally constructive individual and collaborative work skills.
Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.
Shows emerging skills in individual and collaborative work.
Knowledge & Understanding
3
Uses a variety of formats to communicate knowledge and understanding of biology coherently and highly effectively.
Uses a variety of formats to communicate knowledge and understanding of biology coherently and effectively.
Applies different formats to communicate knowledge and understanding of biology, with some general effectiveness.
Communicates basic information to others, using one or more formats.
Attempts to communicate information about biology.
demonstrate your knowledge and understanding of the biological concepts in the Macromolecules theme.
apply biological concepts to new and real life situations to analyse and evaluate investigations in biology
Description of assessment SECTION A contains 16 multiple choice questions. Circle your final answer. If you
make a mistake put a clear cross ( X ) through the incorrect answer. SECTION B contains 4 short answer questions. Answer the questions in the space provided.
In your answers, remember:
there is no need to fill all the space provided; clear, well expressed answers are required
to use appropriate biological terms and conventions
to include details, reasons and examples where appropriate.
Assessment Criteria Application 1 – Application of biological concepts and evidence from investigations to solve problems in new and familiar contexts.
Application 2 – Use of appropriate biological terms, conventions, formulae, and equations.
Knowledge & Understanding 1 – Demonstration of knowledge and understanding of biological concepts. Knowledge & Understanding 2 – Use of knowledge of biology to understand and
explain social or environmental issues.
Assessment Conditions This is a 55 minute supervised assessment to be completed under test conditions. Included in the 55 minutes is 5 minutes of silent reading time; in this time students
must only write on the paper provided as they are not permitted to write in their booklet.