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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)



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.



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.



Key Ideas





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.



Key Ideas





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.



Key Ideas





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.



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.



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.



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.


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.


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)



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).

http://www.wikihow.com/Make-a-Model-of-DNA-Using-Common-Materials






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)


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’.



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)


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.

https://www.youtube.com/watch?v=28mgfg8nRT4






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’.


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.



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.


Structure and Function of

Proteins’ (page 24-26 of the

Workbook).

H/W Complete Worksheet 5 – Structure and Function of Proteins




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)


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.


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.




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)


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.




Students will:

M9.1 Explain how cell membrane receptors allow cells to recognise and select molecules necessary for cell activities.

Time (mins)


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.


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




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)


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.




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).




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)


15 Deliver Powerpoint

presentation on polysaccharides and lipids.


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.


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.


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.




Students will:

M7.1 Illustrate the mechanism of semi-conservative replication through complementary base-pairing.

Work individually on a practical report.

Time (mins)


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.

https://www.youtube.com/watch?v=V8y0Fsj4wZI







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)


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).



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.



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: _______



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



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.



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



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



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



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



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



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



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



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.



(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.

topic plan level: sace stage 2 biology topic ... · sace stage 2 biology topic: macromolecules...

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