Download Bio 111 Introduction 2016 File

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Welcome to Biological Science
2014 111 1 Semester - 2016
This course is a prerequisite for level 2 Biology and covers; research into the biological issue
of the use of 1080 in pest control; the life processes of mammals; genetic inheritance. The
standards covered are listed below with time allocations and assessment details. The
Achievement Standards and associated learning outcomes are on the following pages. Note: all
three Achievement Standards contribute to Level 1 literacy.
Course Outline:
Achievement
Credits (E/I)
Description
Hours
Standards
num/lit
Biology 1.2
3 cr (I) lit
Report on a biological
issue
20 - weeks
1-5 Term 1

Research Task completed
week 5 term 1
3 cr (E) lit
Demonstrate an
understanding of
biological ideas
relating to a mammal
as a consumer
25 – weeks
6-10 Term 1

Formative topic test week
10 term 1.

prelim exam week 6 term 3

external exam term 4
Demonstrate an
understanding of
biological ideas
relating to genetic
variation
30 – Week

11 Term 1
and 1-6
Term 2
formative topic test week
6 term 2

prelim exam week 6 term 3

external exam term 4
(AS 90926)
Biology 1.5
(AS 90929)
Science 1.9
4 cr (E) lit
(AS 90948)
total credits
10
total time
Assessment Details
73 hr (17 weeks)
For any standards you sat in year 10 the grades have been entered for NCEA this
year.
Appeals
If you feel a grade awarded for a summative assessment or a reassessment is unfair, it is your
responsibility to discuss the matter with the marker within three school days of receiving the
assessment back. If you are still not happy you have seven school days to discuss the matter
with the Head of Science.
Attendance and participation
All students are expected to enter the whole Bio 111 course and attempt all assessment tasks
and the final exam. Remember you can gain individual standards within the course even if you do
not gain all you attempt so you will get something for the year’s work.
Make some simple resolutions:


Be here - but if you have to be away for any reason, reserve that page until you catch up.
Do homework - Some homework will be notes that you won't otherwise get. All homework will be
useful. The amount will vary over the year but should be about two hours per week.

Have no words in your notes that you don't understand. Check for this after every period and keep
a glossary of key words – Part of your regular homework.
Accompanying Resources
You are required to purchase the following SciPad workbooks;
Biology 1.5 (Mammal as a Consumer) and Science 1.9 (Genetic Variation)
Other texts may be used and are available in the library. Relevant page numbers of this text
are recorded by the learning outcomes under section headings. The following abbreviations
are used:
Wbk1.5
11ScG
PF
NRB
workbook 1.5 biology
Yr 11 science guide
Pathfinder Level 6
New Readings in Biology.
WBsc1.9
11HbG
LW
ESA
workbook 1.9 science
Yr 11 Human biology guide
Living World Level 6
ESA Study Biology Guide
Moodle:
You will also have available to you many resources and activities on the Moodle page for this
topic. When you log onto Moodle, you will then be able to navigate to the Science Home page
then first semester biology. You are encouraged to bring a device to class to use for research
and enquiry.
The learning outcomes listed in this document are based on the NCEA Achievement
Standards prescription. They describe specifically what students should be able to achieve
for level 6 of the science curriculum and the National Certificate of Educational
Achievement.
AS 90926
Biology 1.2
3 credits
internal
Literacy
(20 hr)
This achievement standard involves gathering and processing information to report on a biological
issue.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Report on a biological issue.
 Report in depth on a
biological issue.
 Report comprehensively on
a biological issue.
Explanatory Notes
1
Achieved Report involves:
 refining a given or agreed question or purpose
 describing the biological ideas that are related to the question or purpose
 collecting and processing primary or secondary data and/or information from a range of
sources
 taking a position on the issue
 presenting findings.
2
Merit Report in depth involves:
 refining a given or agreed question or purpose
 explaining the biological ideas that are related to the question or purpose
 collecting and processing primary or secondary data and/or information from a range of
sources
 identifying at least two different points of view supported by evidence
 taking and justifying a position
 presenting findings.
3
Excellence
Report comprehensively involves:
 refining a given or agreed question or purpose
 identifying multiple links between the biological ideas that are related to the question or
purpose
 collecting and processing primary or secondary data and/or information from a range of
sources
 evaluating sources of information/data in respect to the question or purpose
 identifying at least two different points of view supported by evidence
 taking and justifying a position with a recommendation for action
 presenting findings.
4
An issue is a subject on which people hold different opinions or viewpoints. The biological ideas
and processes related to the issue are to be derived from the Living World strand, Level 6
science of The New Zealand Curriculum.
5
Data or information for processing is to be collected from a range of sources that may be
provided. Sources of data and information are to be recorded in a way that can be accessed by
others.
6
Processing information could involve listing, sorting, collating, highlighting, or summarising
relevant scientific information.
CONTENT
Report on the issue of
1080 use in New
Zealand
LEARNING OUTCOMES: Students can
1.
Establish a question or purpose on the use of 1080 in New
Zealand.
2.
Produce a written report:

Explain the biological ideas that are related to the
question or purpose

Collect and process data from a range of sources

Evaluate the sources of information

Identify at least 2 points of view, supported by
evidence.

Outlining and justifying a position with a
recommendation for action.

Accurately present your findings
AS 90929
Biology 1.5
3 credits
external
Literacy
(25 hr)
This achievement standard involves demonstrating an understanding of biological ideas relating to a
mammal as a consumer.
Achievement Criteria
Achievement
Achievement with Merit
 Demonstrate understanding  Demonstrate in-depth
of biological ideas relating
understanding of
to a mammal as a consumer.
biological ideas relating to
a mammal as a consumer.
Achievement with Excellence
 Demonstrate comprehensive
understanding of biological
ideas relating to a mammal as
a consumer.
Explanatory Notes
1
Achieved Demonstrate understanding requires the student to define, use annotated diagrams,
give characteristics of, or an account of a mammal as a consumer.
Merit
Demonstrate in-depth understanding requires the student to explain how or why
something occurs in a mammal as a consumer.
Excellence Demonstrate comprehensive understanding requires the student to link biological
ideas about a mammal as a consumer. It may involve elaborating, applying, justifying, relating,
evaluating, comparing and contrasting, or analysing.
2
Life processes related to a mammal as a consumer will be selected from:
 processing food (physical and chemical digestion, absorption, assimilation, egestion)
 transport of products of digestion within the body (circulation)
 use of food at the cell level (respiration).
3
The biological ideas relating to a mammal as a consumer will be selected from:
 related life processes
 structural components involved with the processes
 the functioning of the structural components
 the overall function of the life processes.
CONTENT
-Mammals as a
Consumer Workbook
-ESA Study Guide
(Human Biology,
Science)
LEARNING OUTCOMES: Students can
1. Describe a mammal and explain the features that distinguishes them from
other animal groups
2. Identify the 3 main food groups and describe their structure
3. Recognise the importance of the three food groups for energy, growth and
repair. Identify and name examples of foods that food groups are found in.
4. Give a definition of digestion and the processes carried out by the digestive
system.
5. Compare and contrast the gut of consumers; herbivores, carnivores and
omnivore. Discuss why their digestive systems will need to be different.
6. Define digestion as the process whereby large insoluble food chunks are
broken down physically and chemically into small soluble molecules that can be
absorbed into the body for growth energy and repair.
7. Explain the overview of the digestive system; ingestion, digestion, absorption,
assimilation and egestion; and the organs associated with each process. (The
Digestive System cut/paste, Alive and Well ws, video: Food into Fuel).
8. Describe the structure of consumers teeth and skull; explain how they differ in
herbivores, omnivores and carnivores . Construct a model tooth.
9. Understand that different enzymes are found in different organs within the
digestive system and that they work best in optimal conditions such as
temperature and pH.
10. Describe physical and chemical digestion in the mouth; amylase breaks down
starch and requires a pH of 7.
11. Describe peristalsis as muscle action that is not under conscious control.
Describe how this occurs throughout the digestive system. Describe how this
happens in the oesophagus.
12. Describe physical (muscular churning) and chemical digestion (proteins
broken down by pepsin) in the stomach.
13. Describe digestion in the duodenum and the function of the gall bladder and
pancreas. Distinguish between the functions of pancreatic juice and bile.
14.Describe absorption in the ileum, explain the need for large surface area.
Describe the structure of a villus and explain how this provides a greater
absorption rate.
15. Describe the function of the large intestine and absorbing water and salt.
16. Describe the function of the liver
17. Understand that the nutrients absorbed by the villi are taken up into the
blood and to the liver via the hepatic portal vein, and circulated to the body cells
via the heart.
18. Describe the heart as a pump that propels the blood around the body.
19. Describe the structure of veins, arteries and capillaries. Explain how the
structure of each relates to its function.
20. List the functions of the blood and where in the blood glucose and oxygen is
carried to the cells.
21. Understand the overview of the circulatory system
22. Explain how diffusion occurs between capillaries and the body cells
23. Understand that aerobic respiration occurs in the cells and requires oxygen.
Compare and contrast aerobic and anaerobic respiration
24. Write a word and chemical equation for the process of aerobic respiration
including the raw materials and products.
25. Understand that oxygen is carried by the blood from the lungs to the body cells
so aerobic respiration can occur
Revision exercise page 79 as pretest.
AS 90948
Science 1.9
4 credits
external
Literacy
(30 hr)
This achievement standard involves demonstrating understanding of genetic variation.
Achievement Criteria
Achievement
 Demonstrate
understanding of biological
ideas relating to genetic
variation.
Achievement with Merit
Achievement with Excellence
 Demonstrate in-depth
understanding of biological
ideas relating to genetic
variation.
 Demonstrate comprehensive
understanding of biological
ideas relating to genetic
variation.
Explanatory Notes
1
Achieved Demonstrate understanding requires the student to recognise, name, draw, give
characteristics of or an account of genetic variation.
Merit Demonstrate in-depth understanding requires the student to explain how or why
genetic variation occurs.
Excellence
Demonstrate comprehensive understanding requires the student to link
biological ideas about genetic variation. It may involve elaborating, applying, justifying, relating,
evaluating, comparing and contrasting, or analysing.
2
Biological ideas relating to genetic variation are limited to concepts and processes connected
with:
 the continuity of life based on the inheritable nature of DNA
 links between DNA and variation in phenotypes
 variation in phenotypes as adaptive features.
3
Biological concepts and processes relating to the inheritable nature of DNA will be selected
from:
 roles of DNA in both carrying instructions to next generation and determining phenotype
 relationship between DNA, alleles, genes and chromosomes
 how genotype determines phenotype
 the way chromosomes exist as pairs so individuals inherit two copies of each gene.
4
Biological concepts and processes relating to variation in phenotype will be selected from the:
 significance of an allele as a alternative version of a gene
 role of mutations in forming a new alleles
 role of meiosis in generating gametes. (Note: the names of stages in meiosis are not
required)
 significance of sexual reproduction (in producing a new mix of alleles)
 patterns of inheritance involving simple monohybrid inheritance showing complete dominance,
sex determination, possible genotypes, and phenotype ratios.
5
Biological concepts and processes relating to variation in phenotypes as adaptive features will
be selected from:
 inheritable and non-inheritable variations that exist within a group of living organisms
 differing rates of survival by various members of a group may depend on their phenotype
 the importance of variation within populations (population and species survival) in a changing
environment such as pest infestation, disease, drought, flood
 advantages and disadvantages of sexual reproduction.
6
The student will be expected to be familiar with the following genetic language and conventions:
gene, allele, mutation, genotype, phenotype, gamete, zygote, dominant, recessive, homozygous,
heterozygous, pure breeding, punnet square, and pedigree chart.
CONTENT
Population
Variation and
Reproduction
LEARNING OUTCOMES: Students can
1.
Describe sexual reproduction in terms of:
i.
variation in a population;
ii.
gamete production (halving of the chromosome number, fertilisation
restoration of the chromosome number) and zygote formation. Individuals
(7 hours)
Ref texts
F5R pg 63-72,
PF pg 12 – 19
LW pg 46-49, 56-61,
63-64
NRB pg 73-81, 89-94
therefore have 2 copies of each gene (1 from each parent)thus producing
variation
iii.
3.
advantages and disadvantages of sexual reproduction
Describe gametes as sex cells which carry genetic information, in the form of
chromosomes, into the next generation.
4.
Define a chromosome, as a thread shaped body found in the nucleus of cells, made up
mostly of DNA which carries the genetic code in units called genes. Describe
karyotype.
5.
Describe the double helix DNA molecule and the role of base pairing. (sugar,
phosphate and bases)
6.
Define a gene as a length of DNA that codes for a particular characteristic.
7.
Define an allele as an alternative form of a gene
8.
Draw a diagram to show the relationship of genes, alleles and DNA.
9.
Define Meiosis as a cell division process which produces gametes by halving the
chromosome number; where it occurs.
10.
Understand the importance of meiosis in producing variation in offspring.
11.
Define mutation and explain how it can form new alleles.
12.
Explain what determines whether a mutation is able to be inherited eg somatic
and gametic mutations
Mendelian
Inheritance
1
Describe the process of Mendelian inheritance and define the following terms:
genotype, phenotype, homozygous, heterozygous, gene, allele, dominant,
recessive, punnet square (checker board), pedigree chart, pure breeding , zygote
sex determination and mutation
Ref text
F5R pg 77-88
PF pg 20 –23
LW pg 50-55, 62,
68-80
NRB pg 84-89, 94-105
LW pg 68-80
2.
Construct monohybrid crosses to show the expected phenotype and genotype
ratios in the offspring using punnet squares.
Appreciate that actual ratios may differ due to the random nature of
inheritance.
3.
Understand why variation is important in the survival of a species and relate
this to adaptive features.
4.
Explain how genetic variation is a benefit to the population when the
Environment changes (eg pest infestation, disease, drought, flood)