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.
Revision of content to date.
H/Work Complete Practical Report (due Monday lesson 17)
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
5. Lesson plans
Week 1: Monday (50 mins)
Lesson 1 Performance Objectives:
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.
Time (mins)
Teacher Activity Student Activity Resources
5 Introduce the topic and
assessment pieces.
25 Instruct students on task and guide students
Make a 3D model of DNA.
http://www.wikihow.com/Make-a-Model-of-
DNA-Using-Common-Materials (Method 3).
6 different coloured styrofoam balls.
Toothpicks.
A needle and thread.
18 Teach content from pages
2-4 of the Key Ideas textbook.
Listen, take notes. Key Ideas textbook.
Student notebook.
2 Inform students of homework.
Write homework in diary/equivalent.
H/W Draw a labelled diagram of DNA and list the complementary base pairs
(refer to pages 2-4 of the Key Ideas textbook if required).
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 1: Tuesday (50 mins) Lesson 2 Performance Objectives:
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
‘Worksheet 2 – Chromosomes and Genes’.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 1: Thursday (50 mins) Lesson 3 & 4 Performance Objectives:
Students will: 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.
M4.1 Describe and illustrate the processes of transcription and translation, in-cluding the roles of mRNA, tRNA and ribosomes.
Time (mins)
Teacher Activity Student Activity Resources
7 Review homework. Have homework open
on the book and review some
answers.
Homework
books.
15 Deliver content from pages 7-8 of the Key Ideas textbook
(discuss genes and how they code for a specific
polypeptide chain or RNA molecule through
transcription and translation).
Use the whiteboard to
demonstrate the process from a DNA gene sequence ->
mRNA -> tRNA -> codon ->
amino acid (anti-codon) -> polypeptide sequence.
Listen, take notes and ask questions.
Whiteboard.
Whiteboard
markers.
10 Monitor classroom behaviour and redirect off-task students
back to the video.
Watch video on gene expression
(transcription and translation).
Laptop.
Smartboard/pr
ojector.
Internet
access.
https://www.y
outube.com/w
atch?v=28mgfg8nRT4.
5 Guide brief recap/discussion
on video and main points raised.
Recall features of gene expression
raised in the video
clip.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
20 Hand out ‘Worksheet 4 – Protein Synthesis’.
Provide support to students as they work through their
worksheet.
Collect worksheet for marking
in the last minute.
Individually work through ‘Worksheet 4
– Protein Synthesis’.
Photocopies of ‘Worksheet 4 –
Protein Synthesis’
(pages 17-21 of the
Workbook).
20 Instruct students on their next task.
Students must Create a DNA code (no less than 30 bases)
then transcribe and translate it into a polypeptide chain.
Include the code for each step and explain what is
involved and where it
happens.
Write instructions on the
whiteboard.
Provide an example on the
board, eg. DNA (ATG) -> mRNA (UAC) (identify the
codon) -> tRNA (AUG) -> amino acid (tyr) etc.
Create a DNA code (no less than 30 bases) then
transcribe and
translate it into a polypeptide chain.
Include the code for each step and explain
what is involved and where it happens.
Whiteboard.
Whiteboard
markers.
Student
notebook.
3 Explain homework to students including
information on where to find Key Points, what textbook
and where to record them.
Listen, take notes as required to prompt
homework.
Key Ideas textbook.
Student
Revision Guide.
20 Recap on M1, M2, M3 and M4 using Kahoot Quiz.
Download results for inclusion in formative assessment.
Use personal device and complete class
quiz.
Laptop.
Smartboard/pr
ojector.
Internet
access.
Kahoot Quiz –
1.
Personal devices.
H/W Write Key Points from the week (pages 4-15) into the Student’s Revision Guide.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 2: Monday (50 mins) Lesson 5 Performance Objectives:
Students will: M5.1 Explain how the three-dimensional structure of proteins can facilitate the
recognition and binding of specific molecules, including enzymes and substrates, and cell membrane receptors and hormones.
Time
(mins) Teacher Activity Student Activity Resources
3 Check homework completion. Open Student
Revision Guide.
Student
Revision Guide.
7 Review content from week one.
Ask questions to prompt
revision.
Engage in class review of week one.
15 Teach (using whiteboard) the
structure (4) of proteins and discuss their involvement in
structure, defence, communication, transport and
control of metabolic rates. Include information on
proteins in the cell membrane, enzymes and
antigens.
Listen, ask questions
and take notes.
Whiteboard.
Whiteboard markers.
10 Hand out ‘Protein – 3 to Match’ cards.
Supervise students to stay on
task.
Go through answers with the class.
Complete ‘Protein – 3 to Match’ task.
Photocopies of ‘Protein – 3 to
Match’.
15 Instruct students to read pages 16-19 of the Key Ideas
textbook.
Hand out ‘Worksheet 5-
Structure and Function of Proteins’.
Instruct the students to complete the hand out for
homework.
Read pages 16-19 of the Key Ideas
textbook and complete Worksheet
5 – Structure and Function of Proteins.
Photocopies of ‘Worksheet 5 –
Structure and Function of
Proteins’ (page 24-26 of the
Workbook).
H/W Complete Worksheet 5 – Structure and Function of Proteins
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 2: Tuesday (50 mins) Lesson 6 Performance Objectives:
Students will:
M8.1 Describe the induced-fit model of enzyme–substrate binding.
M8.2 Explain how pH, temperature, and chemical inhibitors can alter the binding of enzymes and substrates at the active site.
M10.1 Understand that reactions require an initial input of energy to proceed.
M10.2 Describe how enzymes catalyse biological reactions by lowering the in-put of energy required to initiate a reaction.
Time (mins)
Teacher Activity Student Activity Resources
5 Put Enzyme Laboratory
handout on the front bench.
Remind students of
laboratory safety.
Listen.
Collect safety glasses and laboratory coats.
Collect Enzyme
Laboratory handout from front of the
room.
Enzyme
Laboratory Handout.
10 Do classroom demonstration
in front of the CAM.
Watch the
teacher/screen and record observations
in the handout.
CAM.
Laptop.
Projector
screen.
Enzyme
Laboratory Equipment.
30 Move between stations to
support students as they progress through the
practical.
Split into small
groups.
Complete the three
activities, record observations and
write conclusions.
Outlined in
Enzyme Laboratory
handout.
5 Collect Enzyme Laboratory handouts for formative assessment.
Hand out homework and
inform students that it will be
due next lesson for formative assessment.
Hand up the Enzyme Laboratory handout.
Write homework in diary.
Photocopies of ‘Worksheet 7 –
Enzymes’ (page 32-37 of
the Workbook).
H/W Read pages 24-27 and 30-31 of the Key Ideas textbook and complete
Worksheet 7 – Enzymes.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 2: Thursday (100 mins) Lesson 7 & 8 Performance Objectives:
Students will:
M8.1 Describe the induced-fit model of enzyme–substrate binding.
M8.2 Explain how pH, temperature, and chemical inhibitors can alter the binding of enzymes and substrates at the active site.
M10.1 Understand that reactions require an initial input of energy to proceed.
M10.2 Describe how enzymes catalyse biological reactions by lowering the in-put of energy required to initiate a reaction.
Cover the good qualities of a practical report.
Time (mins)
Teacher Activity Student Activity Resources
20 Instruct students to continue on with Worksheet 7 –
Enzymes.
Collect for formative
assessment after 20 minutes (answers can be found on
page 262-263 of the
Workbook).
Complete Worksheet 7 – Enzymes.
50 Discuss the summative
assessment piece with students.
Help students to brainstorm ideas.
Work with groups of students to refine their designs.
Design a practical
investigating enzymes, including
information on data collection.
Design
Practical task sheet.
30 Hand out Practical Report
Guide – Year 12.
Discuss, and provide
examples of, the qualities of a good practical report and
recap on the features of a graph.
Make notes on
handout appropriate to assignment.
Practical
Report Guide – Year 12
handout.
H/W Continue with the design on a practical investigating enzymes.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 3: Monday (50 mins) Lesson 9 Performance Objectives:
Students will:
M9.1 Explain how cell membrane receptors allow cells to recognise and select molecules necessary for cell activities.
Time (mins)
Teacher Activity Student Activity Resources
5 Ask questions to guide a brief
recall session on the key
content covered on DNA, proteins and enzymes.
Engage in learning
and respond to
questions. Support peers to answer
questions.
10 Deliver Powerpoint
presentation on molecular recognition.
Listen, ask questions
and take notes as appropriate.
Powerpoint
Presentation – Molecular
Recognition.
Laptop.
Smartboard/pr
ojector.
15 Instruct students to continue
with their next task. Write page numbers and questions
on the board.
Supervise and assist students
when required.
Update Key Points in
the Student Revision Guide (page 29 of
Key Ideas textbook) and answer Focus
Questions (page 29 of Key Ideas
textbook).
Student
Revision Guide.
Key Ideas textbook.
Whiteboard.
Whiteboard
markers.
20 Assist students in finalising their practical proposals prior
to submitting at the end of the lesson.
Finalise and submit the practical
proposals prior to the end of the lesson.
H/W
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 3: Tuesday (50 mins) Lesson 10 Performance Objectives:
Students will:
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 activation energy.
M9 – Molecular recognition is an important property for life processes.
Time (mins)
Teacher Activity Student Activity Resources
3 Inform students of the lesson
structure for the day.
Write instructions for the
lesson on the board – including page numbers for
Key Points and Focus
Questions.
47 Supervise classroom and
keep students on task.
Meet with each group and
provide them with feedback in regards to their proposal
for their practical and finalise a method with each group.
Work independently
to update Key Points in Student Revision
Guide (Pages 16, 17, 25, 26, 27, 29 and 31
of the Key Ideas textbook). If finish,
work through Focus Questions on page
19, 27 and 29 of the
Key Ideas textbook.
Student
Revision Guide.
Key Ideas textbook.
Practical proposals.
H/W Complete Key Points and Focus Questions identified in Lesson 10.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 3: Thursday (100 mins) Lesson 11 & 12 Performance Objectives:
Students will:
Work collaboratively on an enzyme experiment. Work individually on a practical report.
Time
(mins) Teacher Activity Student Activity Resources
5 Check homework completion. Have books open on
desk to display homework.
Student
Revision Guide.
5 Remind students of laboratory safety.
Listen.
Collect safety glasses
and laboratory coats.
88 Supervise Laboratory.
Ensure that all students are
behaving in a calm and safe manner.
Assess all student’s abilities when performing the
experiment.
Groups collect materials and equipment required
for the practical.
Carry out
experiment.
Collect data.
Pack up materials
and equipment.
Students begin
working independently on the
written practical report.
Equipment required for all
practicals as determined by
practical proposals
handed back to students in
lesson 10.
2 Remind students to continue
to work on their practical report as it is due Monday
lesson 17.
H/W Practical report (due Monday lesson 17).
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 4: Monday (50 mins) Lesson 13 Performance Objectives:
Students will:
M6.1 Know that polysaccharides, including cellulose and chitin, and lipids con-
tribute 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 reserves in cells
M11.1 Know that glycogen, starch, and some lipids are important stores of
energy.
Time (mins)
Teacher Activity Student Activity Resources
15 Deliver Powerpoint
presentation on polysaccharides and lipids.
Listen, ask questions
and take notes as appropriate.
Powerpoint
Presentation – Polysaccharide
s and Lipids.
Laptop.
Smartboard/pr
ojector.
25 Instruct students to continue
with their next task. Write page numbers and questions
on the board.
Supervise and assist students
when required.
Update Key Points in
the Student Revision Guide (page 20 + 22
of Key Ideas textbook) and answer
Focus Questions (page 22 + 32 of Key
Ideas textbook).
Student
Revision Guide.
Key Ideas textbook.
Whiteboard.
Whiteboard
markers.
10 Hand out worksheets.
Supervise and assist students
when required.
Instruct students to complete for homework.
Worksheet 6 – Polysaccharides and
Lipids, page 28/29 of
the Workbook.
Photocopies of
‘Worksheet 6 – Polysaccharide
s and Lipids’ (page 28/29 of
the Workbook).
H/W Complete Worksheet 6 – Polysaccharides and Lipids.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 4: Tuesday (50 mins) Lesson 14 Performance Objectives:
Students will:
M7.1 Illustrate the mechanism of semi-conservative replication through complementary base-pairing.
Work individually on a practical report.
Time (mins)
Teacher Activity Student Activity Resources
2 Check homework completion. Have worksheets open on desk to
display homework.
13 Set up the video clip.
Supervise students and ensure they stay on task.
Brief recap on video explaining specific base-
pairing and semi-conservative
replication.
Watch tutorial on
DNA Replication.
Laptop.
Smartboard.
https://www.y
outube.com/watch?v=V8y0F
sj4wZI.
35 Instruct students to progress with their next task.
Write instructions and page numbers on the whiteboard.
Once students have completed Key Ideas and
Focus Questions they can continue on with the practical
report.
Read pages 23-24 of the Key Ideas
textbook, insert the Key Points into their
Student Revision
Guide and answer the Focus Questions.
Once complete,
continue on with the
practical report.
Whiteboard.
Whiteboard markers.
Key Ideas textbook.
Student Revision
Guide.
H/W Continue writing the Practical Report.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Week 4: Thursday (100 mins) Lesson 15 & 16 Performance Objectives:
Students will: Work individually on a practical report.
Revise the content of M1, M2, M3, M4, M5, M6, M7, M8, M9, M10 and M11.
Time (mins)
Teacher Activity Student Activity Resources
15 Ask questions to guide revision session on the key
content covered on DNA, proteins, enzymes,
polysaccharides and lipids.
Engage in learning and respond to
questions. Support peers to answer
questions.
85 Spend time with every student going through each of
their practical reports to provide them with support
and to answer any questions they may have.
Remind students that the Practical Report is due
Monday lesson 17.
Continue on Practical Report with some one-on-one support
from the teacher.
H/W Complete Practical Report (due Monday lesson 17).
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
6. Assessment – Practical Design Task
Purpose This assessment will allow you to:
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.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Practical Design Task SACE Biology Stage 2 Performance Standards
A B C D E
Investigation 1
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.
Overall Grade: _______
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
7. Test
STAGE 2 BIOLOGY 2015: SKILLS & APPLICATION TASK TEST: MACROMOLECULES
Purpose This assessment allows you to:
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.
Name: ______________________________________ Grade: /50
A B C D E
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Test: Macromolecules
SACE Biology Stage 2 Performance Standards
A B C D E
Application 1
Applies biological concepts and evi-dence from investi-gations to suggest solutions to complex problems in new and familiar contexts.
Applies biological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.
Applies biological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.
Applies some evi-dence to describe some basic prob-lems and identify one or more simple solutions, in familiar contexts.
Identifies a basic problem and attempts to identify a solution in a familiar context.
Application 2
Uses appropriate biological terms, conventions, formu-lae, and equations highly effectively.
Uses appropriate biological terms, conventions, formu-lae, and equations effectively.
Uses generally ap-propriate biological terms, conventions, formulae, and equa-tions, with some general effective-ness.
Attempts to use some biological terms, conventions, formulae, and equa-tions that may be appropriate.
Uses some biological terms or formulae.
Knowledge &
Understanding 1
Consistently demon-strates a deep and broad knowledge and understanding of a range of biolog-ical concepts.
Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts.
Demonstrates knowledge and un-derstanding of a general range of biological concepts.
Demonstrates some basic knowledge and partial understand-ing of biological con-cepts.
Demonstrates some limited recognition and awareness of biological concepts.
Knowledge &
Understanding 2
Uses knowledge of biology perceptively and logically to un-derstand and ex-plain social or envi-ronmental issues.
Uses knowledge of biology logically to understand and ex-plain social or envi-ronmental issues.
Uses knowledge of biology with some logic to understand and explain one or more social or envi-ronmental issues.
Identifies and ex-plains some biologi-cal information that is relevant to one or more social or envi-ronmental issues.
Shows an emerging understanding that some biological in-formation is relevant to social or envi-ronmental issues.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
SECTION A: MULTIPLE CHOICE QUESTIONS
(16 Marks)
1. Referring to the structure of DNA which one of the following statements
is true?
J The number of cytosine molecules is the same as the
number of thymine molecules. K * The number of sugar molecules is the same as the number
of phosphate molecules. L The number of nitrogen bases is twice the number of sugar
molecules
M The number of adenine molecules is the same as the
number of guanine molecules.
2. How many Adenine molecules are present in a DNA molecule of 4000
bases if 30% of the molecules are Cytosine?
J * 800 K 1200
L 400 M 600
3. Refer to the diagram below which shows a stage in the synthesis of part
of a polypeptide to answer the question that follows.
Which one of the following shows the codon and anticodon for the
amino acid arginine?
mRNA tRNA
J GCT CGA
K CGA GCT
L* CGA GCU
M GCA GCU
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
4. Replication of DNA
J is necessary for the process of transcription. K occurs prior to protein synthesis.
L * occurs prior to mitosis. M does not occur in binary fission.
5. Refer to the diagram below representing a stage in the process of
protein synthesis.
Which one of the following correctly identifies X, Y and Z.
X Y Z
J DNA codon ribosome
K DNA anti-codon tRNA
L mRNA codon tRNA
M * mRNA anti-codon ribosome
6. DNA controls the activities of a cell by coding for the production of which one of the following?
J carbohydrates
K * proteins L amino acids
M bases
7. Glycogen is an important structural component of the liver of animals. Glycogen is a
J nucleic acid
K * polysaccharide L protein
M lipid
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
8. Refer to the diagram below of part of a DNA molecule to answer the question that follows. (The numbers refer to the bonds in the DNA
molecule).
During the process of semi-conservative replication which bonds are
broken?
J 2 and 5 K 1, 2, 3, 4, 5 and 6
L 2, 3, 4 and 5 M * 3 and 4
9. Listed below are three carbohydrate molecules: glucose, cellulose,
starch. Which one of the following sequences correctly matches the function of the three molecules in cells?
10. Which of the following correctly describes a polysaccharide and its
function in storing energy?
J starch reserves stored in the adipose tissue of a frog K glucose stored in mitochondria of liver cells
L chitin stored in the tissues of an insect
M * glycogen stored in a muscle tissue
Glucose Cellulose Starch
J * substrate for respiration
structural strength storage of energy
K substrate for
respiration
storage of energy structural strength
L storage of energy structural strength substrate for
respiration
M storage of energy substrate for
respiration structural strength
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
11. Enzymes form complexes with their substrates. The binding of a substrate to an enzyme’s active site is termed the ‘enzyme-substrate’
complex. This can be represented in a general equation as follows where:
E represents the enzyme S represents the substrate
P represents the product
E + S ES E + P
Which one of the following statements regarding the enzymes is not
true?
J enzymes lower the activation energy required for a reaction to proceed
K enzymes may alter the rate of a biological reaction L many enzymes change shape when they bind with their
substrate M * enzymes increase the amount of product made in the
reaction
12. A biological catalyst lowers the activation energy of a chemical reaction and as a result increases the rate of reaction. Which one of the
following is true regarding enzymes and activation energy?
J * enzymes lower the energy in the original reactants to allow
the reaction to proceed K enzymes lower the energy in the products to allow the
reaction to proceed L enzymes do not change the energies of the original
reactants or products M enzymes raise the energy in the original reactants which
allows the reaction to proceed
13. DNA fingerprinting involves the technique of gel electrophoresis. What is separated by this technique?
J chromosomes of different lengths
K DNA and proteins L individual genes
M * DNA segments of different lengths
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
14. Which of the following changes to a DNA molecule is least likely to result in a harmful mutation?
J deletion of a base pair in a coding region
K substitution of a base pair in the first codon of a coding region
L adding an extra base to the first base pair of a codon M * substitution of the third base pair of a codon
15. Refer to the following diagram, which shows six DNA fingerprints: the
DNA of a man, a woman, and the woman’s four children.
DNA
fragment Man Woman Child 1 Child 2 Child 3 Child 4
A ---- ----
B ----
C ---- ---- ----
D ---- ----
E ---- ---- ---- ----
Which child is not the biological offspring of the man?
J Child 1 K * Child 2
L Child 3 M Child 4
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
16. The common ancestor of modern apes and humans lived around 8 million years ago. The evolutionary line leading to Gorillas diverged
from the common ancestor about 7 million years ago. The most recent common ancestor of the chimpanzee and humans occurred about 2
million years ago. Which one of the following diagrams best represents the evolution of the three species?
END OF SECTION A
chimpanzee
human
gorilla
chimpanzee
human human
gorilla
chimpanzee
human
gorilla
gorilla
chimpanzee
J
K*
L
M
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
SECTION B: SHORT ANSWER QUESTIONS
(34 Marks)
17. There are structural differences between DNA and mRNA. Describe two of these
differences:
(i) ____________________________________________________________
____________________________________________________________
(ii) ____________________________________________________________
____________________________________________________________
(4 marks)
A: any of the following: DNA is a larger molecule, DNA is a double stranded molecule, mRNA
has ribose sugar, DNA has deoxyribose sugar, mRNA uses the base Uracil, DNA uses the base
Thymine.
18. When peeled apples are exposed to the air there quickly appears a ‘browning’ on the
surface of the apple tissue. This is caused by the action of the enzyme phenol-oxidase.
(a) Explain why placing the peeled apples in a refrigerator can slow the browning
process. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(4 marks)
A: Low temp. slows the rate of enzyme action, thus browning process is reduced. Less kinetic
energy therefore less collisions.
(b) Explain why, when the apples are boiled soon after the peeling, very little
browning appears. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(4 marks)
A: Boiling high temp. therefore denatured active site for phenol oxidase – much less
browning because all or most of the enzyme has been destroyed and binding to active site
does not occur. Less enzyme substrate complexes.
19. Human infertility clinics perform IVF procedures for couples wishing to have children
but are unable to conceive naturally. A typical procedure might involve the following
steps:
Removing 20 mature ova (eggs) from the ovaries of the women
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
Using sperm from either the husband or a donor to fertilise the eggs
Incubate the fertilized eggs
Select the best few embryos for implantation into the woman’s uterus
Discard the remaining embryos
Stem cells can be extracted from the embryos that are to be discarded
and used in research.
(a) Outline two possible benefits from using such stem cells for research.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(4 marks)
A: stem cells are undifferentiated cells, they are capable of differentiating into any of the
specialized cells in a human. Many people feel it is ethically acceptable to use these cells as
they would otherwise have been discarded.
(b) Explain one possible ethical issue associated with the use of these stem cells from
discarded embryos.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(4 marks)
A: some argue that these stem cells have the potential for human life and that this use
therefore destroys such life. By destroying the stem cells it may be seen as devaluing life and
demonstrates a lack of respect for humans.
20. DNA fingerprinting (or DNA profiling) is used in many laboratories on an everyday
basis.
(a) Name two applications of DNA fingerprinting.
_____________________________________________________________________
_____________________________________________________________________
(4 marks)
A: Forensic science – identifying suspects of crime scenes; identifying family members;
looking for defective genes in pre-natal testing of foetal DNA; evolutionary work – comparing
DNA from different sources.
(c) When samples of DNA are collected from crime scenes scientists often need to use
a process of PCR (Polymerase Chain Reaction) on the DNA samples. Why is PCR
used on the DNA?
_____________________________________________________________________
_____________________________________________________________________
(2 marks)
A: it can multiply or amplify the amounts of DNA available for testing.
Biology Topic: MACROMOLECULES
SACE Stage 2 Term 1 2015
(c) The enzyme used to carry out PCR on human DNA is a special high temperature
DNA polymerase originally from bacteria that live in water at 95⁰C. Why is it
impossible to use DNA polymerase derived from human cells to carry out PCR?
_____________________________________________________________________
_____________________________________________________________________
(2 marks)
A: throughout the process the DNA needs to be heated to 95⁰C to separate the two
complementary strands and this heat would cause the human derived enzymes to denature.
(d) Before the DNA samples can be placed into a gel electrophoresis apparatus, the
DNA must be cut into fragments. Name the type of enzyme used to cut the DNA into
fragments.
_____________________________________________________________________
(2 marks)
A: Restriction enzymes.
(e) After the DNA has been cut into fragments, samples are placed into the
electrophoresis gel and an electrical current applied. This process separates the
fragments. What are the two properties of the DNA fragments that allow them to be
separated?
_____________________________________________________________________
_____________________________________________________________________
(4 marks)
A: The negativity of DNA and the different size of the fragments.