Stage 2 Biology Subject Outline 2024 PDF

schools only, from May/June 2024 to March 2025 Topic 1: DNA and proteins Heredity is an important biological principle as it explains why new cells or offspring resemble their parent cell or parent organism. Some organisms require cellular division and differentiation for growth, development, repa...

schools only, from May/June 2024 to March 2025 Topic 1: DNA and proteins Heredity is an important biological principle as it explains why new cells or offspring resemble their parent cell or parent organism. Some organisms require cellular division and differentiation for growth, development, repair, and sexual reproduction. Students investigate the structure of DNA and processes involved in the transmission of genetic material to the next generation of cells and to offspring. They also develop an understanding of how genetic information is expressed in cells and organisms, and how this understanding has changed in the light of new technology and new evidence. They study how interactions between genes and environmental conditions influence an organism's characteristics. Students relate gene expression to protein production and explore some of the many roles that proteins have in a functioning cell and organism. They speculate on the possible outcomes of gene modification and discuss the associated ethical implications and consequences. Students develop an understanding of the increased capacity of technology to acquire and process genetic data, and explore some of the social, environmental, and economic impacts of scientific research in this area as they continue to develop their social and personal capability. +-----------------------+-----------------------+-----------------------+ | Science Understanding | Possible contexts | | +=======================+=======================+=======================+ | DNA stores and | Review prokaryotic | this shows an icon of | | transmits genetic | and eukaryotic cells. | three cogs | | information; it | | | | functions in the same | Construct and use | | | way in all living | models of DNA | | | things. | replication, to | | | | communicate | | | DNA is a helical | conceptual | | | double-stranded | understanding, solve | | | molecule. | problems, and make | | | | predictions. | | | In eukaryotes, DNA is | | | | bound to proteins | View the following | | | (histones) in linear | website: | | | chromosomes, which | | | | are found in the | [www.phet.colorado.ed | | | nucleus. | u/en/simulation/stret | | | | ching-dna](file:///C: | | | DNA is unbound and | %5CUsers%5CEkwomr01%5 | | | circular in the | CObjective%5Cedrms.sa | | | cytosol of | ceboard.sa.gov.au-800 | | | prokaryotes and in | 8-ekwomr01%5CObjects% | | | the mitochondria and | 5Cwww.phet.colorado.e | | | chloroplasts of | du%5Cen%5Csimulation% | | | eukaryotes. | 5Cstretching-dna) | | | | | | | - Compare | | | | chromosomes in | | | | prokaryotes and | | | | eukaryotes. | | | | | | | | Replication of DNA | | | | allows for genetic | | | | information to be | | | | inherited. | | | | | | | | Base-pairing rules | | | | and method of DNA | | | | replication are | | | | universal. | | | | | | | | - Describe the | | | | structural | | | | properties of the | | | | DNA molecule, | | | | including: | | | | | | | | | | | | | | | | - nucleotide | | | | composition and | | | | pairing | | | | | | | | - the weak bonds | | | | between strands | | | | of DNA that allow | | | | for replication. | | | | | | | | | | | | | | | | - Explain the | | | | importance of | | | | complementary | | | | base pairing | | | | (A--T and C--G). | | | | | | | | - Describe and | | | | represent the | | | | process of | | | | semi-conservative | | | | replication of | | | | DNA. | | | +-----------------------+-----------------------+-----------------------+ | | Extract DNA (e.g. |  | | | Model the mechanism | | | | of semi-conservative | | | | replication showing | | | | complementary | | | | base-pairing. | | +-----------------------+-----------------------+-----------------------+ | | Explore how the work | this shows an icon of | | | of Watson, Crick, | a human body | | | Franklin, and Wilkins | | | | exemplifies some of | | | | the ways in which a | | | | range of evidence | | | | from many sources | | | | contributed to | | | | developing the model | | | | of the structure of | | | | DNA. | | +-----------------------+-----------------------+-----------------------+ | A gene consists of a | Note that most |  | | functional protein or | Discuss the end | | | an RNA molecule. | products of genes | | | | including functional | | | - Distinguish | proteins, tRNA, rRNA, | | | between exons and | and microRNA. | | | introns as coding | | | | and non-coding | | | | segments of DNA | | | | found in genes in | | | | eukaryotes. | | | | | | | | - Describe how both | | | | exons and introns | | | | are transcribed | | | | but only the | | | | information | | | | contained in | | | | exons is | | | | translated to | | | | form a | | | | polypeptide in | | | | eukaryotes. | | | +-----------------------+-----------------------+-----------------------+ | Protein synthesis | Construct and use | this shows an icon of | | involves | appropriate | three cogs | | transcription of a | representations, | | | gene into messenger | including models of | | | RNA (mRNA), and | transcription and | | | translation of mRNA | translation, to | | | into an amino acid | communicate | | | sequence at the | conceptual | | | ribosomes. In | understanding of the | | | eukaryotic cells, | roles of mRNA, tRNA, | | | transcription occurs | and ribosomes. | | | in the nucleus. | | | | | | | | - Describe and | | | | illustrate the | | | | role of DNA, | | | | mRNA, transfer | | | | RNA (tRNA), and | | | | ribosomal RNA | | | | (rRNA) in | | | | transcription and | | | | translation. | | | | | | | | - Describe the | | | | relationship | | | | between DNA | | | | codons, RNA | | | | codons, | | | | anticodons, and | | | | amino acids. | | | | | | | | - Distinguish | | | | between coding | | | | (gene) and | | | | template strands | | | | of DNA. | | | | | | | | - Recognise that | | | | DNA strands are | | | | directional and | | | | are read 5' to | | | | 3'. | | | +-----------------------+-----------------------+-----------------------+ | The folding of a | Illustrate, using |  | | shape is determined | protein determines | | | by its sequence of | its tertiary | | | amino acids. | (three-dimensional) | | | | structure. | | | - Describe the | | | | factors that | Consider the types of | | | determine the | bonding that | | | primary, | contribute to the | | | secondary, | levels of protein | | | tertiary, and | structure, including | | | quaternary | peptide bonds for | | | structure of | primary structure, | | | proteins. | hydrogen bonding for | | | | secondary structure | | | | and disulfide bridges | | | | for tertiary | | | | structure. | | | | | | | | Discuss examples of | | | | proteins that combine | | | | into a quaternary | | | | structure (e.g. | | | | haemoglobin, DNA | | | | polymerase). | | +-----------------------+-----------------------+-----------------------+ | | Explore the | this shows an icon of | | | significance of the | a human body | | | collaborative work of | | | | Nobel prize winners | | | | and the contribution | | | | of their ideas to | | | | understanding the | | | | catalytic properties | | | | of RNA-ribozymes. | | +-----------------------+-----------------------+-----------------------+ | Proteins are | Discuss examples of |  | | | facilitate the | | | Examples of proteins | recognition and | | | with specific shapes | binding of specific | | | include enzymes, some | molecules, including | | | hormones, receptor | enzymes and | | | proteins, and | substrates, and cell | | | antibodies. | membrane receptors | | | | and hormones. | | | - Explain why the | | | | three-dimensional | Use examples to | | | shape of a | emphasise enzyme | | | protein is | specificity and | | | critical to its | reinforce the | | | function. | importance of the | | | | three-dimensional | | | Enzymes are specific | shape of proteins. | | | for their substrate | | | | and increase reaction | | | | rates by lowering | | | | activation energy. | | | | | | | | - Describe the | | | | induced-fit model | | | | of | | | | enzyme--substrate | | | | binding. | | | | | | | | Enzymes have specific | | | | functions and are | | | | affected by factors | | | | including: | | | | | | | | - temperature | | | | | | | | - pH | | | | | | | | - presence of | | | | inhibitors. | | | | | | | | The rate of an | | | | enzyme-controlled | | | | reaction is affected | | | | by: | | | | | | | | - concentrations of | | | | reactants | | | | | | | | - concentration of | | | | the enzyme. | | | +-----------------------+-----------------------+-----------------------+ | | Investigate the | this shows an icon of | | | effect that | a question mark | | | conditions such as | | | | temperature, pH, | | | | substrate | | | | concentration, | | | | product | | | | concentration, and | | | | chemical inhibitors | | | | can have on enzyme | | | | activity. | | +-----------------------+-----------------------+-----------------------+ | | Research ways in |  | | | enables scientists to | | | | develop solutions to | | | | health and | | | | environmental | | | | problems. Identify | | | | beneficial outcomes | | | | or unexpected | | | | consequences. | | | | | | | | Examples include: | | | | | | | | - pesticides (e.g. | | | | glyphosate) | | | | | | | | - drugs (e.g. | | | | ritonavir) | | | | | | | | - some types of | | | | chemotherapy. | | | | | | | | Investigate how | | | | knowledge of the | | | | specificity of | | | | antibodies enables | | | | the development of | | | | medical procedures | | | | and diagnostic tools. | | | | Examples include | | | | blood transfusions | | | | and the ELISA assay. | | +-----------------------+-----------------------+-----------------------+ | The phenotypic | *Note the link with | this shows an icon of | | expression of genes | Stage 1, Topic 3: | three cogs | | depends on factors | Multicellular | | | controlling | organisms.* | | | transcription and | | | | translation. These | Revise the concept of | | | include the products | cell differentiation. | | | of other genes, such | | | | as transcription | Discuss DNA | | | factors, and the | methylation. | | | environment. | | | | | Explore some examples | | | Cellular | of diseases caused by | | | differentiation | epigenetics such as | | | associated with | Fragile X syndrome | | | tissue growth and | and Rett syndrome. | | | development is | | | | controlled by gene | | | | expression. | | | | | | | | - Recognise that | | | | changes in DNA | | | | methylation and | | | | histone | | | | modification can | | | | alter gene | | | | expression. | | | | | | | | Epigenetic changes | | | | can lead to | | | | phenotypic | | | | differences between | | | | identical siblings, | | | | phenotypic | | | | differences between | | | | clones, and may cause | | | | human diseases. | | | | | | | | - Explain how | | | | epigenetic | | | | modifications in | | | | genes that | | | | control cell | | | | division, such as | | | | changes in DNA | | | | methylation, can | | | | lead to cancer. | | | +-----------------------+-----------------------+-----------------------+ | Changes in the DNA | *Note the link with |  | | Mutations in genes | Describe the effect | | | and chromosomes can | of mutations such as | | | result from errors in | point, frameshift, or | | | DNA replication or | involving parts of or | | | cell division, or | whole chromosomes on | | | from damage by | the genetic code and | | | physical or chemical | overall protein | | | factors in the | formation. | | | environment. | | | | | Discuss examples of | | | Mutation rate can be | the impacts of | | | increased by: | mutations (e.g. | | | | genetic diseases). | | | - ionising | | | | radiation | | | | | | | | - mutagenic | | | | chemicals | | | | | | | | - viruses. | | | +-----------------------+-----------------------+-----------------------+ | | Debate the use of | this shows an icon of | | | gene therapy to | a human body | | | prevent or correct | | | | the expression of | | | | genes that result in | | | | genetic diseases | | | | (e.g. cancer or | | | | cystic fibrosis). | | | | Discuss the | | | | limitations, social | | | | impacts, and ethical | | | | issues involved. | | +-----------------------+-----------------------+-----------------------+ | - Compare the | | | | different | | | | potential | | | | consequences of | | | | mutations in germ | | | | cells and somatic | | | | cells. | | | | | | | | - Explain how | | | | inheritable | | | | mutations can | | | | lead to changes | | | | in the | | | | characteristics | | | | of the | | | | descendants. | | | +-----------------------+-----------------------+-----------------------+ | DNA can be extracted | Discuss the use of |  | | be used to analyse | fluorescent labelling | | | even small amounts of | for DNA profiling. | | | DNA. | | | | | | | | Segments of DNA can | | | | be multiplied using | | | | the polymerase chain | | | | reaction (PCR). | | | | | | | | - Describe PCR, | | | | including the | | | | roles of | | | | | | | | | | | | | | | | - heating and | | | | cooling | | | | | | | | - primers | | | | | | | | - free nucleotides | | | | | | | | - heat-resistant | | | | enzymes. | | | | | | | | The base sequence of | | | | DNA can be determined | | | | by electrophoresis. | | | | | | | | - Describe | | | | electrophoresis. | | | | | | | | The results of | | | | electrophoresis may | | | | be displayed in an | | | | electropherogram. | | | | | | | | - Interpret | | | | electropherograms | | | | that illustrate | | | | DNA sequences. | | | | | | | | DNA sequencing | | | | enables mapping of | | | | species' genomes. | | | | | | | | The results of | | | | electrophoresis can | | | | be used to construct | | | | DNA profiles. They | | | | may be displayed in | | | | an electropherogram | | | | or in a table of | | | | data. | | | | | | | | DNA profiling | | | | identifies the unique | | | | genetic makeup of | | | | individuals. | | | | | | | | - Interpret | | | | electropherograms | | | | and tables of | | | | data that | | | | illustrate DNA | | | | profiles. | | | | | | | | - Explain how | | | | differences in | | | | DNA fragments, | | | | identified by DNA | | | | profiling, can be | | | | used; for | | | | example, in | | | | forensic science. | | | | | | | | - Discuss the | | | | ethical, | | | | economic, and | | | | cultural issues | | | | related to the | | | | collection of | | | | genetic | | | | information. | | | +-----------------------+-----------------------+-----------------------+ | | Explore the potential | this shows an icon of | | | of databases and | a question mark | | | search engines such | | | | as BLAST at the | | | | National Center for | | | | Biotechnology | | | | Information. | | | | | | | | Practise interpreting | | | | different types of | | | | electropherograms. | | +-----------------------+-----------------------+-----------------------+ | | Investigate using |  | | | ethical, and economic | | | | impacts. | | | | | | | | Research how the | | | | development and | | | | refinement of PCR has | | | | revolutionised the | | | | efficiency of data | | | | collection and | | | | analysis, including | | | | gene cloning, genome | | | | sequencing, and | | | | DNA-based | | | | diagnostics, such as | | | | Low Template DNA | | | | analysis. | | | | | | | | Inquire into the work | | | | of the Australian | | | | Centre for Ancient | | | | DNA (ACAD). | | | | | | | | Explore the social | | | | and ethical issues of | | | | direct to consumer | | | | (DCT) genetic testing | | | | and array CGH | | | | (comparative genomic | | | | hybridisation). | | +-----------------------+-----------------------+-----------------------+ | Biotechnology can | Investigate examples | this shows an icon of | | involve the use of | of transgenic | a human body | | plasmids and viruses | organisms and their | | | as vectors, bacterial | uses that may have | | | enzymes, and yeasts. | beneficial or | | | | unexpected | | | Techniques include | consequences | | | bacterial | requiring monitoring, | | | transformations, | assessment, and | | | electroporation, and | evaluation of risk. | | | microinjection. | Examples include the | | | | production of food | | | - Describe how | and human hormones. | | | particular genes | | | | can be selected | Deliberate the social | | | using probes and | and ethical | | | removed using | advantages and | | | restriction | consequences of the | | | enzymes. | manipulation of DNA. | | | | | | | - Describe how | Explore bioethical | | | selected genes | issues of using | | | can be | CRISPR and | | | transferred | implications in | | | between species. | particular scenarios. | | | | | | | - Describe how | Investigate and | | | CRISPR, such as | assess applications | | | CRISPR‑Cas9, can | of scientific | | | be used to edit | knowledge that have | | | and/or transfer | enabled scientists to | | | genes. | design and | | | | manufacture proteins | | | - Discuss the | for | | | design of new | scientific/medicinal | | | proteins and | use. Examples include | | | their uses. | biochips, | | | | biomaterials, | | | | diagnostics, and | | | | targeted | | | | chemotherapy. | | +-----------------------+-----------------------+-----------------------+ Topic 2: Cells as the basis of life The cell is the basic unit of life. All cells possess some common features: all prokaryotic and eukaryotic cells need to exchange materials with their immediate external environment in order to maintain the chemical processes vital for cell functioning. In this topic, students examine the cell theory, the structure and function of the cell membrane, the exchange of materials, and processes required for cell survival. Students investigate the importance of enzymes in cell metabolism and ways in which energy is transformed and transferred in the biochemical processes of photosynthesis and respiration. Students investigate events that occur during binary fission and mitotic cell division, and how they determine the degree of similarity between parent cells and daughter cells. They also consider the importance of culturing cells, and chemicals that interfere with cell metabolism. Students explain how the evolution of cells from simpler to more complex structures and functions may have occurred. In this topic, students expand their scientific literacy skills by using appropriate biological terminology. They extend their numeracy skills through investigating the importance of the microscopic nature of cells. +-----------------------+-----------------------+-----------------------+ | Science Understanding | Possible contexts | | +=======================+=======================+=======================+ | The cell theory | Illustrate the |  | | The cell membrane | | | | separates the cell | | | | cytoplasm from its | | | | surroundings and | | | | controls the exchange | | | | of materials, | | | | including nutrients | | | | and wastes, between | | | | the cell and its | | | | environment. | | | | | | | | - Describe and | | | | represent the | | | | fluid mosaic | | | | model of the cell | | | | membrane. | | | +-----------------------+-----------------------+-----------------------+ | | Observe cells using a | this shows an icon of | | | microscope. | a question mark | +-----------------------+-----------------------+-----------------------+ | | Explore how cell |  | +-----------------------+-----------------------+-----------------------+ | The major types of | Use animations or | this shows an icon of | | cell are | video clips to | three cogs | | | highlight the | | | - prokaryotic | differences between | | | | prokaryotes and | | | - eukaryotic. | eukaryotes. | | | | | | | Prokaryotic and | View the following | | | eukaryotic cells have | website: | | | many features in | | | | common, which is a | [www.ck12.org/biology | | | reflection of their | /Prokaryotic-and-Euka | | | common evolutionary | ryotic-Cells/lesson/P | | | past. | rokaryotic-and-Eukary | | | | otic-Cells/](http://w | | | - Compare | ww.ck12.org/biology/P | | | prokaryotic and | rokaryotic-and-Eukary | | | eukaryotic cells | otic-Cells/lesson/Pro | | | with respect to | karyotic-and-Eukaryot | | | their: | ic-Cells/) | | | | | | | | | | | | | | | - size | | | | | | | | - internal | | | | organisation | | | | | | | | - shape and | | | | location of | | | | chromosomes. | | | | | | | | Prokaryotes only | | | | exist as single | | | | cells. | | | +-----------------------+-----------------------+-----------------------+ | | Evaluate the |  | | | Western Australia and | | | | how they contribute | | | | to understanding of | | | | the origin of life. | | +-----------------------+-----------------------+-----------------------+ | Eukaryotic cells have | Use electron | this shows an icon of | | specialised | photomicrographs to | three cogs | | organelles which | recognise organelles | | | facilitate | such as Golgi body, | | | biochemical | endoplasmic | | | processes. | reticulum, | | | | mitochondria, | | | - Represent the | chloroplasts, | | | structure and | ribosomes. | | | describe the | | | | function of: | | | | | | | | | | | | | | | | - nucleus | | | | | | | | - nucleolus | | | | | | | | - mitochondrion | | | | | | | | - chloroplast | | | | | | | | - vacuole | | | | | | | | - Golgi body | | | | (including | | | | vesicles) | | | | | | | | - endoplasmic | | | | reticulum (rough | | | | and smooth) | | | | | | | | - ribosome | | | | | | | | - lysosome | | | | | | | | - cytoskeleton. | | | | | | | | | | | | | | | | - Compare the | | | | structures of | | | | plant, animal, | | | | and fungal cells. | | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | Science Understanding | Possible contexts | | +=======================+=======================+=======================+ | Cells require inputs | Discuss the |  | | chemical energy in | respiration). | | | complex molecules. | | | | | Consider lactic acid | | | - Distinguish | fermentation by some | | | between | bacteria. | | | autotrophs and | | | | heterotrophs. | | | | | | | | The sun is the main | | | | source of energy for | | | | life. | | | | | | | | - Recognise that | | | | photosynthesis is | | | | important in the | | | | conversion of | | | | light energy into | | | | chemical energy, | | | | as illustrated by | | | | the following | | | | equation: | | | | | | | |  | | | | | | | | equation formulae | | | | shows carbon dioxide | | | | plus water with light | | | | over an arrow with | | | | chlorophyll pointing | | | | towards glucose plus | | | | oxygen | | | | | | | | Energy | | | | transformations occur | | | | within all living | | | | cells. | | | | | | | | - Explain how most | | | | autotrophs and | | | | heterotrophs | | | | transform | | | | chemical energy | | | | for use through | | | | aerobic | | | | respiration, as | | | | illustrated by | | | | the following | | | | equation: | | | | | | | |  | | | | | | | | glucose and | | | | oxygen converts | | | | to carbon dioxide | | | | and water. | | | | | | | | - Explain that | | | | fermentation is | | | | an anaerobic | | | | alternative to | | | | aerobic | | | | respiration: | | | | | | | | | | | | | | | | - in plants and | | | | yeast: | | | | | | | |  | | | | | | | | glucose arrow | | | | pointing to ethanol | | | | and carbon dioxide | | | | | | | | - in animals: | | | | | | | |  | | | | | | | | glucose arrow | | | | pointing to | | | | lactic acid | | | | | | | | | | | | | | | | - Compare the | | | | amount of energy | | | | released through | | | | aerobic | | | | respiration and | | | | fermentation. | | | | | | | | - Recognise that | | | | energy is | | | | required to break | | | | chemical bonds | | | | and energy is | | | | released when new | | | | bonds are formed. | | | | | | | | - Describe the | | | | formation of ATP | | | | from ADP and | | | | P~i~. | | | | | | | | - Describe the | | | | conversion of ATP | | | | to ADP and P~i~ | | | | which releases | | | | energy for some | | | | metabolic | | | | reactions. | | | +-----------------------+-----------------------+-----------------------+ | | Investigate limiting | this shows an icon of | | | factors that affect | a question mark | | | photosynthesis (e.g. | | | | using leaf discs). | | | | | | | | Investigate factors | | | | affecting anaerobic | | | | respiration using | | | | yeast in solution or | | | | in a bread dough mix. | | +-----------------------+-----------------------+-----------------------+ | | Evaluate the ways in |  | | | photosynthesis to | | | | make predictions and | | | | recommendations about | | | | suitable habitats for | | | | crop production (e.g. | | | | in the light of | | | | climate change). | | +-----------------------+-----------------------+-----------------------+ | In order to survive, | *Link this with Stage | this shows an icon of | | cells require an | 1, Topic 1: Cells and | three cogs | | input of matter, | microorganisms.* | | | including gases, | | | | simple nutrients, and | | | | ions, and the removal | | | | of wastes. | | | | | | | | - Compare the | | | | inputs and | | | | outputs of | | | | autotrophs and | | | | heterotrophs. | | | +-----------------------+-----------------------+-----------------------+ | Substances move in | Review the role of |  | | - diffusion | Stage 1, Topic 1: | | | | Cells and | | | - facilitated | microorganisms.*) | | | diffusion | | | | | Explain why | | | - osmosis | composition of and | | | | conditions within the | | | - active transport | cell are important | | | | and need to be | | | - endocytosis | maintained. | | | | | | | - exocytosis. | Use effects of | | | | osmosis to illustrate | | | | the need to regulate | | | | cellular composition. | | | - Explain how the | | | | structure of a | Investigate the role | | | membrane | of aquaporins. | | | facilitates | | | | different | | | | processes of | | | | movement through | | | | it. | | | | | | | | - Explain the roles | | | | of transport | | | | proteins, | | | | including channel | | | | proteins (such as | | | | aquaporins), and | | | | carrier proteins. | | | | | | | | - Explain how the | | | | exchange of | | | | materials across | | | | membranes is | | | | affected by | | | | factors | | | | including: | | | | | | | | | | | | | | | | - surface-area-to-v | | | | olume | | | | ratio of the cell | | | | | | | | - concentration | | | | gradients | | | | | | | | - the physical and | | | | chemical nature | | | | of the materials | | | | being exchanged. | | | +-----------------------+-----------------------+-----------------------+ | | Use agar cubes, or | this shows an icon of | | | cellulose tubing, | a question mark | | | starch, and iodine | | | | solutions to | | | | investigate | | | | diffusion. | | | | | | | | Investigate factors | | | | affecting the rate of | | | | osmosis --- for | | | | example, in rhubarb | | | | epidermal cells. | | +-----------------------+-----------------------+-----------------------+ | | Explore how the |  | | | structure has | | | | required a range of | | | | evidence from many | | | | sources and input | | | | from across | | | | disciplines. | | +-----------------------+-----------------------+-----------------------+ | Cell metabolism is | Use examples, such as | this shows an icon of | | critical to the | glycolysis, Krebs | three cogs | | survival of cells. | cycle, and | | | | photosynthesis, to | | | Biochemical processes | introduce metabolic | | | in the cell are | pathways, including | | | influenced by the | an explanation of the | | | nature and | need for regulation. | | | arrangement of | | | | internal membranes | Review the effect of | | | and the presence of | conditions such as | | | specific enzymes. | temperature, pH, | | | | substrate | | | - Explain how the | concentration, | | | structure of | product | | | internal | concentration, and | | | membranes of | chemical inhibitors | | | mitochondria and | on enzyme activity. | | | chloroplasts | (*Link this with | | | facilitates some | Stage 2, Topic 1: DNA | | | biochemical | and proteins.*) | | | processes. | | | | | Discuss folded | | | - Explain that in a | internal membranes | | | metabolic | such as cristae in | | | pathway: | mitochondria and | | | | lamellae in | | | | chloroplasts. | | | | | | | - there are many | Use examples to | | | regulated steps | emphasise enzyme | | | | specificity and | | | - each step loses | reinforce the | | | some energy as | importance of the | | | heat | three-dimensional | | | | shape of proteins. | | | - some steps | | | | produce | Review the effect of | | | intermediate | environmental factors | | | compounds | such as temperature, | | | | pH, substrate | | | - specific enzymes | concentration, | | | are required at | product | | | each step. | concentration, and | | | | chemical inhibitors | | | Biochemical processes | on enzyme activity. | | | in the cell are | (*Link this with | | | influenced by | Stage 2, Topic 1: DNA | | | environmental | and proteins.*) | | | factors. | | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | Chemicals can | Discuss examples of |  | | - Discuss possible | cyanide, antibiotics, | | | benefits and/or | herbicides, and | | | harmful effects | insecticides. | | | of chemicals that | | | | human beings use. | | | +=======================+=======================+=======================+ | | Investigate ways in | this shows an icon of | | | which new | a human body | | | technologies can | | | | potentially be used | | | | for therapeutic drug | | | | design and discuss | | | | related ethical | | | | considerations. | | +-----------------------+-----------------------+-----------------------+ | Cells arise from | Review the |  | | in cell number. | (*Link this with | | | | Stage 2, Topic 1: DNA | | | Cell division in | and proteins*.) | | | somatic cells is | | | | different from the | | | | cell division that | | | | produces gametes from | | | | germ-line cells. | | | | | | | | Continuity of life | | | | requires the | | | | replication of | | | | genetic material and | | | | its transfer to the | | | | next generation | | | | through processes | | | | including binary | | | | fission, mitosis, | | | | meiosis, and | | | | fertilisation. | | | | | | | | - Explain why the | | | | amount of DNA in | | | | a cell doubles | | | | before division. | | | +-----------------------+-----------------------+-----------------------+ | The products of | View animations to | this shows an icon of | | binary fission and | show the process of | three cogs | | mitotic division have | binary fission. | | | the same number and | | | | type of chromosomes | | | | as the parent. | | | | | | | | - Recognise, | | | | describe, and | | | | represent the | | | | process of binary | | | | fission in | | | | prokaryotic | | | | cells. | | | | | | | | - Recognise, | | | | describe, | | | | represent, and | | | | name the phases | | | | of mitosis in | | | | eukaryotic cells. | | | | | | | | - Compare the | | | | products of | | | | binary fission | | | | and mitotic | | | | division. | | | +-----------------------+-----------------------+-----------------------+ | | Examine the stages of |  | | | Use models to | | | | represent the | | | | arrangement and | | | | movement of | | | | chromosomes during | | | | mitosis. | | +-----------------------+-----------------------+-----------------------+ | Diploid cells contain | Use models to | this shows an icon of | | pairs of homologous | represent the | a question mark | | chromosomes. Haploid | arrangement and | | | cells have one | movement of | | | chromosome from each | chromosomes during | | | homologous pair. | meiosis. | | | | | | | - Recognise, | Use models to | | | describe, | demonstrate how the | | | represent, and | processes of crossing | | | name the phases | over, independent | | | of meiosis in | assortment, and | | | eukaryotic cells. | fertilisation | | | | contribute to genetic | | | - Explain why the | variation. | | | products of | | | | meiosis are | Construct and use | | | haploid cells and | diagrams to show the | | | contain a single | difference between | | | set of | haploid and diploid | | | chromosomes. | cells. | | | | | | | - Explain the | | | | importance of | | | | crossing over and | | | | independent | | | | assortment in | | | | meiosis. | | | | | | | | - Explain that | | | | fertilisation | | | | restores the | | | | diploid number. | | | | | | | | - Compare the | | | | products of | | | | mitotic and | | | | meiotic cell | | | | division. | | | | | | | | - Compare the | | | | sources and | | | | degree of genetic | | | | variation of the | | | | products of | | | | asexual and | | | | sexual | | | | reproduction. | | | +-----------------------+-----------------------+-----------------------+ | | Discuss the potential |  | | | considerations of the | | | | genetic manipulation | | | | of somatic and | | | | germline cells. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | Science Understanding | Possible contexts | | +=======================+=======================+=======================+ | Cell division may be | Review the link | this shows an icon of | | regulated by internal | between genes and | three cogs | | and external factors. | their products. | | | | | | | The cell produces | Provide examples of | | | gene products that | hormones that | | | regulate the cell | regulate cell | | | cycle. | division, such as | | | | human growth hormone. | | | - Describe the | | | | stages in the | | | | cell cycle | | | | (including | | | | checkpoints). | | | | | | | | - Explain that | | | | hormones may | | | | regulate cell | | | | division. | | | | | | | | Carcinogens upset the | | | | normal controls of | | | | cell division by | | | | causing mutations in | | | | key regulatory genes. | | | +-----------------------+-----------------------+-----------------------+ | | Investigate examples |  | | | asbestos. Discuss | | | | their health, social, | | | | and economic impacts. | | +-----------------------+-----------------------+-----------------------+ | Human beings culture | Review the | this shows an icon of | | cells for a variety | requirements | three cogs | | of purposes. | (nutritional and | | | | environmental) of | | | - Describe | cells and their need | | | techniques of | to eliminate waste | | | cell culture and | products in the | | | discuss the | context of cell | | | applications and | culture. | | | limitations of | | | | contemporary | | | | examples. | | | +-----------------------+-----------------------+-----------------------+ | | Investigate the |  | | | such as: HeLa cells, | | | | human skin | | | | replacement, cultures | | | | to produce vaccines, | | | | plant tissue culture, | | | | yeast cultures. | | +-----------------------+-----------------------+-----------------------+ Topic 3: Homeostasis In this topic, students examine some of the body systems, including the nervous, endocrine (hormonal), and excretory systems that play interdependent roles in the regulation of body processes such as body temperature, blood glucose levels, carbon dioxide levels in blood, and water balance. They relate the structure of the cells, tissues, and organs of these systems to their function. Students develop an understanding of how homeostasis is the whole set of responses that occur in multicellular organisms, which enable their survival in their environment. They examine how the cells in an organism work efficiently within tolerance limits that determine the optimal conditions for growth and survival. Students develop an understanding of how homeostasis is maintained through the stimulus--response model and may involve negative feedback responses. By comparing the nervous and endocrine (hormonal) systems and examining their modes of action, they understand how these systems operate together to maintain homeostasis for a number of regulated processes. Students examine how biotechnology has contributed to advances in the treatment of the malfunctioning of the nervous and endocrine systems. In this context, students use pathway/flow diagrams to communicate for specific purposes. They extend their scientific vocabulary through using biological terms accurately. They further develop their critical thinking skills by interpreting and evaluating data to construct logical conclusions and make reasonable predictions. +-----------------------+-----------------------+-----------------------+ | Science Understanding | Possible contexts | | +=======================+=======================+=======================+ | Organisms survive | Discuss Liebig's Law | this shows an icon of | | most effectively | of the Minimum: the | three cogs | | within their | impact of limiting | | | tolerance limits. | factors in biological | | | Factors for which | systems. | | | organisms have | | | | tolerance limits | | | | include: | | | | | | | | - body temperature | | | | | | | | - water | | | | availability | | | | | | | | - blood glucose | | | | level | | | | | | | | - carbon dioxide | | | | concentration in | | | | the blood and | | | | tissues. | | | | | | | | There are impacts | | | | on an organism | | | | when conditions | | | | fall outside its | | | | tolerance limits. | | | +-----------------------+-----------------------+-----------------------+ | | Model the effects of |  | | | pH, temperature, or | | | | other factors on | | | | seedlings. | | +-----------------------+-----------------------+-----------------------+ | | Examine the tolerance | this shows an icon of | | | limits of organisms | a human body | | | that exist in extreme | | | | environmental | | | | conditions. Consider | | | | how these can be used | | | | to design action for | | | | sustainability and | | | | minimise the impact | | | | of climate change. | | | | | | | | View the following | | | | video: | | | | | | | | *Science Nation: | | | | Extreme Microbes* | | | | (US-NSF Video) | | | | | | | | | | | | | | | | *Note link to Stage | | | | 2