Biology Sample work program. March 2013

Transcription

1 Biology 2004 Sample work program March 2013

2 Biology 2004 Sample work program Compiled by the Queensland Studies Authority March 2013 A work program is the school s plan of how the course will be delivered and assessed, based on the school s interpretation of the syllabus. The school s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs. 2 Biology 2004 Sample work program

3 Course organisation and assessment overview Unit Time (h) Key concepts Key ideas Instrument No. Assessment category General objectives UB IB EBI Conditions Semester 1 Ecology 25 3,4 4, 7, 9, 11, 12, 13, 14, 15, 16, 20, 21, 26 Cell biology 30 1, 5 1, 2, 3, 4, Extended response Assignment Short response Field work 2 days (>10 hours) words Supervised conditions 90 minutes Semester 2 Physiology 30 Reproduction and development 1, 2, 5 3, 4, 6, 7, 8, 10, , 5, 17, 18, 23 4 Extended experimental investigation Report Short response Plant physiology Open-ended practical research 600 words for discussion/ conclusions/ evaluation Supervised conditions 90 minutes Key: UB Understanding biology IB Investigating biology EBI Evaluating biological issues Queensland Studies Authority March

4 Unit Time (h) Key concepts Key ideas Instrument No. Assessment category General objectives UB IB EBI Conditions Coordination and control 25 1, 2, 5 1, 6, 7, 8, 10, 11, 16 5 Extended experimental investigation Report Open-ended practical research 800 words for discussion/ conclusions/ evaluation Semester 3 Genetics 30 1, 6 1, 2, 5, 18, 22, 23, Short response Extended response Assignment Open-ended practical research 800 words for discussion/ conclusions/ evaluation Supervised conditions 90 minutes Semester 4 Evolution 30 3, 4 Search for better health 25 1, 2, 5 9, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26 1, 5, 7, 8, 10, Short response Short response (Post-verification) words Supervised conditions 90 minutes 4 Biology 2004 Sample work program

5 Sample unit of work Cell biology Time (h) 30 Semester 1 Key concepts 1 Cells are the functioning units of all living things. 5 There are processes that maintain dynamic equilibrium at all organisational levels. Key ideas 1 Cells have a chemical composition that must be maintained for the continued life of the cell. 2 Organelles contribute to the structure and functioning of eukaryotic cells. 3 There are different types of cells and the ways they are organised influences their functioning. 4 Energy required by all living things is obtained in different ways. 5 Cell division is an integral part of growth and reproduction. Manipulative skills 1 Prepare wet-mount slides and use a microscope to observe specimens. 4 Handle specimens of living material responsibly and ethically. 5 Record observations of biological specimens, e.g. sketch/ draw/ photograph/ video. 6 Use appropriate equipment to perform experiments to demonstrate biological phenomena. Possible learning experiences Describe the differences between plant and animal cells. Compare prokaryotic and eukaryotic cells. Microscopic examination of a range of cell types. Prepare wet-mount slides and use a microscope to observe cells from different organisms. Record observations of biological specimens. Explain the function of organelles. Make a model of a cell to illustrate the organelles present. Link cell and organelle structure to the function. Model cell structure and analyse any limitations of the model. Evaluate and apply information to make recommendations or decisions in case studies on cell biology. Develop a concept map of materials of life based on provided concepts and link their structure to function. Develop a model of the structure of cell membrane. Investigate function of cell membrane. Link the structure of the membrane to its function. Experimental investigation of membrane structure and the passage of chemicals into and out of the cell: identify and formulate questions and hypotheses for investigation design, manage and carry out experiment collect and organise data analyse the results and link these to the structure of the cell membrane Queensland Studies Authority March

6 Possible learning experiences draw conclusions about the passage of chemicals through cell membranes. Explain the importance of diffusion and osmosis to cells. Perform experiments on diffusion and osmosis and the effect of cell size on these processes. Apply concepts of cell biology to problems. Describe the properties of enzymes and describe how they are specific. Conduct experiments on how environmental conditions affect enzyme activity: identify and formulate questions and hypotheses for investigation design, manage and carry out experiment collect and organise data analyse the results with links to the enzyme structure and function draw conclusions about ideal conditions for enzyme activity. Draw and interpret graphs on enzyme function for differences in ph and temperature. Explain the effects of temperature and ph on enzymes and investigate the functioning of enzymes. Explain and compare the processes of photosynthesis and respiration. Link the effect of limiting factors to the rate of photosynthesis. Develop a flowchart of the process of mitosis. Identify and formulate questions for investigation on membrane structure and function or conditions for enzymes to function. Evaluate and assess the reliability, authenticity, relevance, accuracy and bias of sources and methods of collection of information. Investigate an issue on cell biology and: recognise past, present and future alternatives make justified decisions about the alternatives. 6 Biology 2004 Sample work program

7 Student profile Semester Unit No. Assessment instrument F or S UB IB EBI LOA Ecology 1 ER F 1 Cell biology 2 WT F Semester 1 Physiology 3 EEI F 2 Reproduction and development 4 WT F Semester 2 Monitoring Coordination and control 5 EEI S 3 Genetics Semester 3 6 WT S 7 ER S Evolution 8 WT S 4 Verification Search for better health 9 WT S Exit Key: UB Understanding biology ER Extended response IB Investigating biology EEI Extended experimental investigation EBI Evaluating biological issues WT F Formative LOA Level of achievement S Summative Queensland Studies Authority March

8 Queensland Studies Authority 154 Melbourne Street South Brisbane PO Box 307 Spring Hill QLD 4004 Australia T F