T A S M A N I A N
Life Sciences
C E R T I F I C A T E
Senior Secondary
O F
2C, 2B, 2A 3C, 3B, 3A 4C, 4B, 4A
E D U C A T I O N
SYLLABUS SUPPLEMENT
The Syllabus Supplement must be read in conjunction with the syllabus document. It contains advice to assist
teachers delivering the syllabus and can be modified as required.
Date: October 31, 2007
LifeSc2_4tasV9.doc.
2
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
SYLLABUS SUPPLEMENT TABLE OF CONTENTS
EXPANDED SYLLABUS OUTLINE ......................................................................................................................................3
The Three Key Ideas ...................................................................................................................................................................... 3
Tasmanian Flora and Fauna Theme ............................................................................................................................................. 5
Human Science Theme ................................................................................................................................................................ 10
Marine Science Theme ................................................................................................................................................................ 15
SUGGESTED TEACHING AND LEARNING TASKS........................................................................................................22
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
3
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
EXPANDED SYLLABUS OUTLINE
THE THREE KEY IDEAS
Knowledge and understanding of biodiversity and the interrelationships of organisms.
Key Concepts
Energy flow
Senior Secondary 2/3
How does energy
ecosystems?
flow
Senior Secondary 4
through
Producers/consumers
Complex food webs
Food chains
Pyramids of biomass and
energy loss from ecosystems
Simple food webs
Interdependence
Cycling
What happens when there is a change
in the food web?
energy,
Predators / Prey
Causes and effects of overpopulations
Competition
More complex community interactions.
How does matter
ecosystems?
recycle
through
Role of decomposers
Intro to water cycle and carbon cycle.
Recycling of other elements
Difference between flow of energy and
recycling of matter
Implications of cycles
Biodiversity
Why do we classify organisms?
Construct and use of simple biological
keys
(Examples)
Classification
relationships.
Use of a simple key
based
on
evolutionary
Why is biodiversity important?
(Examples)
Adaptations
Why do organisms live where they do?
Simple adaptations to the environment
What are the problems of specific
habitat and how are they solved
Knowledge and understanding of structure and function
Key Concepts
Senior Secondary 2/3
Cells as functional
units
What are the basic building blocks of
living things?
Senior Secondary 4
Structure of plant and animal cells as
seen with a light microscope
Cell specialization
What is inside the nucleus?
Chromosomes, DNA
How do substances move in and out of
cells
Diffusion/osmosis
Eg, muscle, skin, sperm, blood.
Structure of plant and animal cells as
seen with an electron microscope
Cells-->Tissues
Function of organelles
Organs and
systems
How are plants and animals organised?
Structure of organs related to function
Examples of some systems,
functions and organs involved
Malfunctioning systems due to disease
their
Date: October 31, 2007
LifeSc2_4tasV9.doc.
4
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Living organisms
What are the basic requirements of a
plant/animal?
Inputs / outputs of whole organisms
What happens to food?
Waste products and excretion
Aerobic respiration
Balanced diet
Food testing
Photosynthesis
Knowledge and understanding of continuity, change and biotechnology
Key Concepts
Genetics
Senior Secondary 2/3
Senior Secondary 4
Where is the genetic material contained?
How are characteristics passed from one
generation to another?
What are the differences between sex
cells and body cells?
Where do new cells come from?
Reproduction and
Related issues
Significance of mitosis and meiosis.
Variation in characteristics
environment and genetics.
due
Structure
example
relevant
and
function
of
Monohybrid cross
to
Introduction to pedigrees
How do mutations come about?
Different types of reproduction (sexual
and asexual)
Issues arising eg IVF, cross pollination of
GE species.
Biotechnology
What is biotechnology?
Examples of the use of micro organisms
Introduction to genetic engineering (eg
insulin production)
Eg insulin, micro organisms
Issues arising from GE
Evolution and
Natural selection
Examples of life from the past
Evidence for Evolution
Evolutionary time scale.
Intro to Natural selection
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
5
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASMANIAN FLORA AND FAUNA THEME
Knowledge and understanding of biodiversity and the interrelationships of organisms
Key Concepts
Energy flow
Senior Secondary 2/3
Senior Secondary 4
Question
Question
What is moving along a food chain?
What
happens
ecosystems?
to
energy
in
Content
Content
Energy flow in a food chain.
Idea of Producers /consumers.
Effects of change on food web.
Complex food webs.
Pyramids of biomass and
energy loss from ecosystems
Simple food webs.
energy,
Decomposers.
Suggested activities
Suggested activities
Constructing simple food chains using
Tas. examples (eg cut and paste
pictures, Gould League magnetic
shapes, arranging cards, students role
play an organism and make a food
chain)
Constructing complex food webs
from videos, field work)
Constructing simple food webs using
Tas. examples
Interdependence
Predicting
change
Ecosystem:
to
the
(eg
Tas.
esp. fire, introduced species(eg fox,
Japanese sea star, weeds) and other
forms of Human impact.
Looking at decomposers (eg under
logs, in compost)
Constructing pyramid of biomass for
Tas. ecosystem (eg from field work,
video) with basic understanding of
energy loss.
Question
Question
Could humans/other animals/plants
survive on earth without other
organisms?
What limits the growth of populations?
Content
Content
Predators / Prey
Causes and effects of overpopulation
Competition
More complex community interactions.
Suggested activities
Suggested activities
Food chain and food web activities as
above.
Brainstorming
factors
population growth.
Videos (eg Wildscreen
carnivores”)
Researching examples of mutualism,
parasitism
“Clash of the
which
limit
Various games available
Date: October 31, 2007
LifeSc2_4tasV9.doc.
6
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Cycling
4C, 4B, 4A
Question
Question
How is the matter we are made from
continually recycled?
Why are we said to be made of
stardust?
Content
Content
Elements recycling.
Other elements recycled.
Importance of decomposers.
Difference
between
recycling
elements and flow of energy.
Introduction to water cycle and carbon
cycle.
of
Implications of cycles.
Suggested activities
Suggested activities
Constructing a diagram of the water
cycle.
Completing a diagram of carbon cycle
Brainstorming
what
recycling
minerals really means for us.
Adaptations
of
Looking at simple version of the
nitrogen cycle, esp Tas. legumes (crops
and natives).
Discussion and construction of a table
of differences between energy flow and
matter recycling.
Question
Question
Why do organisms live where they do?
What are the problems of specific
habitats and how are they solved?
Content
Simple adaptations to the environment.
Content
Increasing complexity.
Increasing complexity.
Suggested activities
Suggested activities
Choosing a Tas. plant or animal and
finding out how it is adapted to its
environment.
Biodiversity
Choosing a Tas. habitat, finding out the
problems for the organisms living there
and how the problems are solved
Questions
Questions
How many plants / mammals are found
only in Tas?
How many different species of living
things are there?
Why do we classify organisms?
Why is biodiversity important?
Content
Content
Examples of classification
Importance of biodiversity
Simple keys
Classification
relationships.
Suggested activities
Suggested activities
Comparing grouping large numbers of
living things with classifying other
things (eg books, stamps, students,
apparatus etc).
Researching all the advantages of
biodiversity (esp the importance of Tas.
biodiversity).
Using simple key (e.g. for organisms
found during field work).
based
on
evolutionary
Comparing artificial / natural systems of
classification.
Constructing and using biological keys
(eg for leaves, mini-beasts)
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
7
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Knowledge and understanding of structure and function
Cells
Questions
Questions
What makes a living organism different
from a non-living thing?
How do substances move in and out of
cells?
What are the basic building units of
living things?
How is a cell like a factory?
Content
Content
Basic animal and plant cells.
Inside the nucleus
Light microscope, cell structures and
their functions (eg nucleus, cell
membrane, cell
wall,
cytoplasm,
chloroplast).
(Introduction
to
the
chromosomes, DNA, genes)
Cell specialization.
e.g. muscle, sperm, blood, skin, leaf
cell.
How do cells carry genetic information?
terms:
Light microscope, cell structures and
their functions (eg nucleus, cell
membrane,
cell
wall,
cytoplasm,
chloroplast.)
Cells  tissues.
Suggested activities
Suggested activities
Learning to make temporary slides and
use a light microscope.
Using photos of chromosomes, count,
Videos:(basic
cell
structure,
characteristics of living organisms).
Looking at electron micrographs.
Comparing plant and animal cells.
cut and paste in matching pairs.
Videos.
Matching cell diagrams to function.
Jigsaw activity: each student in a group
finds out function of one organelle
Looking at prepared slides or pictures
of different tissues.
Making a collage of cell ultrastructure
Demonstrations of diffusion.
Conducting simple osmosis expts.
Organs and
Systems
Question
How
are
organised?
Question
plants
and
animals
How are
function?
organs
adapted
to
their
Content
Content
Some organs, their functions and the
systems they belong to.
Study of systems cont’d (including
detail of structure related to function,
concept of surface area to volume ratio)
Study of
system).
systems
(e.g.
digestive
Malfunctioning systems due to disease
etc.
(animals or plants)
Suggested activities
Suggested activities
Matching organs to function (plant and
animal).
Comparing animals and plants (eg gas
exchange, transport).
Grouping animal organs into systems.
Using plasticine to understand surface
area to volume ratio.
Drawing the position of organs in a
human outline on butcher paper.
Dissection (eg heart, lungs).
Looking at a whole plant, identifying
organs.
Date: October 31, 2007
LifeSc2_4tasV9.doc.
8
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Jigsaw activity to research functions of
organs of a particular system.
Many good interactive websites on
systems.
Groups researching different systems.
Role plays of systems. Presenting
information on a disease of a system
studied.
Discussing transplant issues (can lead
to hypotheticals or role plays).
Nutrients in plants and the effects of
deficiencies.
Computer jigsaws of systems (e.g. CD
Adam).
Demonstrations of dissection.
Conducting simple expts (dependent
on system studied).
Living Systems
Question
Questions
What are the basic requirements of a
plant/animal?
What happens to food?
Content
Content
Simple
inputs/outputs
organisms.
of
whole
What do organisms do to maintain a
balanced system?
Waste products and excretion.
Aerobic respiration.
Balanced diet.
Photosynthesis.
Suggested activities
Suggested activities
Testing food for nutrients.
Kidney dissection.
Testing plants for starch.
Effects of light and dark on plants.
Knowledge and understanding of continuity, change and biotechnology
Genetics
Questions
Questions
Why are we all different?
Where do new cells come from?
Are we all mutants?
Why are sex cells different?
Content
Content
Variation
Monohybrid crosses
Variation in characteristics
environment and genetics.
due
to
Pedigrees
Significance of mitosis and meiosis.
Mutations.
Suggested activities
Observing
students)
variation
Suggested activities
(eg
shells,
Classifying variations due to genetics
or the environment
Constructing family trees
Solving simple genetics problems
Carrying out virtual crosses
(eg Drosophila computer program)
Modelling
wool.
mitosis
and
meiosis
with
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
9
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Reproduction
4C, 4B, 4A
Questions
Questions
How do organisms continue from one
generation to the next?
Do all plants and animals reproduce in the
same way?
Content
Content
Introduction to reproduction.
Introduction to different types (sexual/
asexual)
Issues arising (eg IVF, cross pollination of
GE species.)
Suggested activities
Suggested activities
Collecting knowledge students already
have.
Growing plants from seeds and cuttings.
Investigating a reproduction issue.
Looking at flowers.
Looking at models, diagrams.
Videos.
Biotechnology
Question
Question
What is biotechnology?
What are the consequences of genetic
engineering?
Content
Examples of biotechnology in use in Tas.
(eg cheese making, brewing, plant/
animal breeding).
Content
Introduction to genetic engineering (eg
insulin producing bacteria, herbicide
resistant soya, etc).
Issues arising from GE.
Suggested activities
Composing a definition of biotechnology.
Visits (eg cheese factory, brewery).
Evolution and
Natural Selection
Suggested activities
Many hands on activities and issues in
“Bio-technology Online” CD.
Collecting Tas examples from the media.
Finding out about using biotechnology
to assist in reproduction of endangered
(or extinct!) species (e.g. cloning
thylacine).
Question
Question
How did the variety of living organisms
arise?
Why are
similar?
Content
Content
Examples of life from the past
Introduction to natural selection.
Evolutionary time scale.
Evidence for natural selection
Suggested activities
Suggested activities
Videos
Comparing with artificial selection
Museum visit
Activities on “Evolution CD”
many
living
organisms
so
Making a time scale model (eg on roll of
paper)
Date: October 31, 2007
LifeSc2_4tasV9.doc.
10
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
HUMAN SCIENCE THEME
Knowledge and understanding of biodiversity and the interrelationships of organisms.
Energy Flow
Question
Question
What is moving along food chains?
What happens to energy in ecosystems?
Content
Content
Examine simple food webs and chains
that include humans as one link, eg crop
(producers) --> human (consumers) or
humans --> decomposers
Humans affect complex food webs in
many ways, eg removing whales or fish
from a marine system.
Suggested activities
Suggested activities
Drawing food webs using: grocery items;
Look at the local community. How do food
webs here differ from natural state?
magnetic plants, animals and humans
Interdependence
Question
Question
Could humans survive on earth without
other organisms?
What limits the growth of populations?
Content
Content
Unlike all other animals humans are not
subject to predator/prey relationships
(usually). Humans can be in synergistic
or symbioses relationships, eg pets,
horses, bacteria
The nature and use of antibiotics
Bacteria and fungi that infect humans
Suggested activities
Human population growth and how it is
limited
by
stress,
disease,
and
industrialisation, eg. Low first world birth
rate, AIDS, war
Suggested activities
Other human relationships, e.g. gut flora,
pets etc.
Disease card games to model spread of
disease/effect of immunisation/use of
antibiotics.
Microscopic examination of fungi and
bacteria
Test water for presence of E. coli
Growth of bacteria from different places
Antibiotics and bacteria
Research, posters, debates, computer
activities, talks.
Human
population
growth
activity,
including graphing human population
growth
Growing slime moulds
Cycling
Human infectious diseases
Zero population growth activity
Question
Questions
How is the matter we are made from
continually recycled?
Why are we said to be made of stardust?
Content
Content
Human activity depends on and has a
major effect on many matter cycles, eg.
Water cycle, carbon
Human activity depends on and has a
major effect on many matter cycles, eg.
Water cycle, carbon
Suggested activities
Suggested activities
Excursions to: local tip, recycling depot
Excursions to: sewage treatment plant.
Why does recycling of matter to humans?
Investigation on decomposition rates.
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
11
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Adaptations
4C, 4B, 4A
Question
Question
Why and how do organisms live where
they do?
How have humans changed habitats?
What are the problems of specific habitats
and how are they solved?
Content
Content
The human form is neonatal and hasn’t
many specific adaptations, however
many races have some adaptations to
their environment, eg Inuit noses,
melanin levels, sickle cell anaemia
Other organisms exhibit an evolutionary
response where humans have a
technological response, eg Fur coat vs.
cloths, claws vs. knives
Suggested activities
Suggested activities
Second hand data on melanin, measles,
malaria.
Get pictures of different races
pygmies and discuss adaptations.
Structural, behavioural and physiological
to different temperatures, and for gas
exchange.
Humans’
responses
temperatures (hot/cold).
to
different
eg
Asians
lactose
intolerant
versus
Caucasians lactose tolerant discussion.
Biodiversity
Questions
Questions
Why do we classify organisms?
How many different species of living
things are there?
How are humans classified?
Why is biodiversity important?
Content
Content
Humans
classify other organisms
according to their use, eg a weed is a
weed.
Construction and use of keys.
Close relatives.
Suggested activities
Suggested activities
As a group classify the class.
Making a key, eg classifying the class
Classification of primates
Animal classification pracs
Using a key to classify animals
Knowledge and understanding of structure and function
Key Concepts
Cells
Senior Secondary 2/3
Senior Secondary 4
Questions
Questions
What makes a living organism different
from a non-living thing?
How do substances move in and out of
cells?
What are the basic building units of living
things?
How is a cell like a factory?
Content
Light microscope detail of organelles in
animal and plant cells. Cell specialization
eg, muscle, skin, sperm, blood.
Cells -->Tissues
How do cells carry genetic information?
Content
Light microscope detail of organelles in
animal and plant cells. Cell specialization
The movement of substances through
membranes
Surface area to volume ratio
Date: October 31, 2007
LifeSc2_4tasV9.doc.
12
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Suggested activities
Suggested activities
Using a light microscope
Using a light microscope
Onion and cheek cells
Onion and cheek cells
Building a cell
Building a model of DNA
Osmosis: De-shelled eggs in salt/water
Diffusion: Universal indicator solution
and a sausage of ammoniafied water
Surface area to volume: Potatoes of
different sizes in sucrose
Organs and
Systems
Question
Question
How are humans organised?
How are organs adapted to their function?
Content
Content
Some human organs/systems and basic
function.
Detail of structure related to function
(including concept of surface area to
volume ratio)
Malfunctioning systems due to disease
Suggested activities
Suggested activities
Vital capacity of lungs
Factors that control breathing rate
Lung (sheep) dissection
Lung (sheep) dissection
Measure heart rate and blood pressure
Measure heart rate and blood pressure
Observe blood capillaries in tadpole tail
using videoflex
Observe blood capillaries in tadpole tail
using videoflex
Heart (sheep) dissection
Heart (sheep) dissection
Digestive system (rat) dissection
Digestive system (rat) dissection
The effect of pH on the activity of gastric
protease
The effect of temperature on the activity of
gastric protease
Living Organisms
Question
Questions
How do humans maintain their systems?
How do humans maintain their systems?
What happens to food?
Content
Simple
inputs/outputs
of
organisms What is needed
balanced diet.
Content
whole
for a
Waste products and excretion.
Homeostasis (blood
temperature & water)
glucose,
body
Aerobic respiration
Suggested activities
Suggested activities
Food tests
Food tests
Analysis of diet
Analysis of diet
Kidney (sheep) dissection
Kidney (sheep) dissection
Play dough model of kidney nephron
A model of kidney nephron function
Effect of exercise on body temperature
Investigating the composition of urine
(fake)
Effect of exercise on heart rate
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
13
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Knowledge and understanding of continuity, change and biotechnology
Genetics
Questions
Questions
Why are we all different?
Where do new cells come from?
Are we all mutants?
Why are sex cells different?
Where is the genetic material contained?
What are the differences between sex
cells and body cells?
Where do new cells come from?
Content
Content
Variation in characteristics
genetics and environment
due
to
Significance of mitosis and meiosis.
Monohybrid cross
Mutations
Pedigrees
Sex linkage
Multiple alleles
Co-dominance
Partial dominance
Suggested activities
Suggested activities
A class study
characteristics
of
inherited
human
Second hand data study of chromosomal
disorders, e.g. Huntington’s disease,
Down’s syndrome
Fingerprints
Mitosis
Meiosis using play dough
Modelling
beads)
monohybrid
crosses
(pop
Multiple alleles eg blood groups
Partial dominance
Co-dominance
Sex linkage
Second hand data study on pedigrees eg
Royal Family
Reproduction
Question
Question
How do organisms continue from one
generation to the next?
What problems can
reproduction process?
Content
Content
Introduction to structure and function of
relevant examples.
Detail of structure and function
arise
Contraception
Introduction
to
reproduction.
different
Menstrual cycle
Issues arising (eg IVF, GE)
from
the
types
of
Sexually transmitted diseases
Suggested activities
Suggested activities
Reproductive system (rat) dissection
Reproductive system (rat) dissection
Virtual frog dissection
Examination of sheep’s uterus
Family planning visit
Sex determination
Contraceptive kit
Talks on reproductive issues
The menstrual cycle
Contraceptive kit
Second hand data study on sexually
transmitted diseases
Date: October 31, 2007
LifeSc2_4tasV9.doc.
14
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Biotechnology
Question
Question
What is biotechnology?
Should biotechnology be allowed?
Content
Content
Examples of biotechnology
Introduction to genetic engineering.
eg use of micro organisms
eg insulin, micro organisms
Issues arising from GE
The use of medical technology for the
detection and treatment of diseases; eg
haemodialysis machines, vaccinations
Suggested activities
Suggested activities
Make rhubarb champagne
Talks on current
biotechnology
developments
in
Biotechnology Online activities
Natural Selection
and Evolution
Questions
Question
How did the variety of living organisms
arise and where do humans fit in?
Why are
similar?
many
living
organisms
so
Are humans still evolving?
How are humans changing themselves?
Is this natural selection?
Content
Content
Previous stages in human evolution
Hominid evolution
Artificial selection vs. natural selection. eg
dogs, food, animals and crops.
Suggested activities
Suggested activities
Evidence for evolution; the vertebrate
Humans as unique animals
Evolution in the Galapagos Islands
Artificial selection (dog breeding)
Physical features of primates
Mechanisms of evolution - A model of
natural selection
Hominid adaptations and upright stance
Hominid adaptations, the brain and hand
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
15
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
MARINE SCIENCE THEME
Knowledge and understanding of biodiversity and the interrelationships of organisms
Key Concepts
Energy flow
Senior Secondary 2/3
Senior Secondary 4
Question
Questions
What is moving along a food chain?
What
happens
ecosystems?
to
energy
in
How do exotic species and other
changes impact upon food webs in the
natural state?
Content
Content
Energy flow in a food chain.
Effects of change on food web.
Producers/consumers in simple food
webs.
Trophic levels.
Importance of decomposers.
Photosynthesis: initial reactants, final
products and overall significance.
Predator/prey relationships.
Pyramids of biomass and energy.
Suggested activities
Suggested activities
Constructing food chains and less
complex food webs using Tasmanian
examples (e.g. abalone and scallop
industries).
Constructing complex food webs (e.g.
Antarctic food webs and the role of krill,
bacteria and viruses in the Southern
Ocean).
Investigating different organisms within
a food chain/food web from field work
(e.g. transects of rocky platforms).
Predicting change to Tasmanian Marine
ecosystems resulting from introduced
species (e.g. Japanese sea star,
escaped salmon etc).
Constructing pyramids of biomass and
energy from data collected from field
work.
Videos.
Interdependence
Question
Question
In what ways are organisms dependent
upon each other?
What limits the growth of populations?
Content
Content
Predators/Prey relationships.
Autotrophs and heterotrophs.
Concept of competition.
Limits to growth.
Symbiotic relationships.
Interspecific and intraspecific
competition.
Effect of currents on food supplies.
Importance of maintaining equilibrium.
Blooms in species.
Factors changing nutrient levels.
Carrying capacity.
Suggested activities
Maintaining aquariums.
Undertaking group work involved in
studying organisms over time.
Knowledge of Permit requirements for
the sampling and collection of
organisms from marine ecosystems.
Suggested activities
Establishing and maintaining aquariums
and associated testing of water quality,
salinity levels etc.
Investigating and recording the growth
requirements of marine flora and fauna.
Knowledge of Permit requirements.
Date: October 31, 2007
LifeSc2_4tasV9.doc.
16
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Cycling
4C, 4B, 4A
Questions
Questions
How is matter continually recycled?
Why is matter recycled but not energy?
What is the role of abiotic and biotic
factors in the cycling of matter?
Why are the carbon, nitrogen and water
cycles so important for survival?
Content
Content
Carbon and water cycles.
Carbon, nitrogen, oxygen and water
cycles.
Impact of human activity on the cycling
of matter in the natural state.
Impact of weather systems on the
cycling of nutrients.
Interaction between land and water.
Importance of Antarctic bottom water
and ocean currents in the cycling of
nutrients.
Role of oceans as carbon sinks.
Effect of sea surface temperature on
weather patterns and nutrient cycles.
Impact of leaching and coastal runoff.
Suggested activities
Suggested activities
Constructing models of the water cycle
and the carbon cycle.
Excursions
institutions.
Adaptations
to
marine
research
Research assignment/project
current Tasmanian issue.
Question
What
live?
determines
Practical sessions investigating the
effects of changing nutrient levels on
marine life in aquariums (e.g. nitrate
levels and algal blooms).
on
a
Question
where
organisms
In what ways do organisms adapt to
environmental variations?
Content
Content
Investigate ways in which organisms
adapt to their surroundings.
Investigate the different ways organisms
adapt to their environment (e.g.
behavioural, functional, physiological
and structural adaptations).
Introduction to the concepts of habitat
and a species’ niche.
Introduction to
osmoregulation.
Suggested activities
Study how a Tasmanian species
adapts to its environment in an
aquarium and in the natural state over
time and changing conditions.
the
mechanism
of
Suggested activities
Undertake a field study using transects
to investigate the ways in which species
adapt to the changing conditions of a
coastal marine habitat.
Date: October 31, 2007
LifeSc2_4tasV9.doc.
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17
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Biodiversity
4C, 4B, 4A
Questions
Questions
Why identify and name organisms?
Why is biodiversity important for
maintaining
a
healthy
marine
environment?
How many marine
unique to Tasmania?
organisms
are
Why are some groups of organisms not
found in marine waters?
Content
Content
Examples of classification using simple
keys.
Classification of organisms and the use
of taxonomic keys.
Importance of the scientific naming of
organisms.
Binomial nomenclature.
Significance
of inherited genetic
material and environmental pressures
on survival.
Importance of sexual reproduction and
DNA transfer for survival.
Definition of species.
Unique nature of echinoderms and the
cnidarians etc.
Suggested activities
Suggested activities
Construction of simple keys based on
easily seen features for grouping and
identifying collected organisms. (e.g.
trawling for benthic organisms at the
Woodbridge Marine Discovery Centre).
Construction of taxonomic keys to
classify
organisms
found
while
undertaking field work (e.g. rock
platform work and snorkelling off Maria
Island).
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Knowledge and understanding of structure and function
Cells as functional
units
Questions
Questions
Why are cells important for life?
What determines cell function?
How do phytoplankton and zooplankton
differ?
How
do
function?
Content
Content
Cell structure.
Cell structure and ultrastructure.
Cell organelles.
Cell specialization and the function of
the nucleus, chromosomes and DNA.
Cell specialization.
multi-cellular
organisms
Microscopy.
Importance of the cell membrane, cell
wall and cytoplasm.
Function of chloroplasts.
Tissues.
Diffusion.
Chemical diffusion, osmosis.
Difference between prokaryotic and
eukaryotic cells; animal and plant cells.
Maintaining equilibrium (e.g. water/
salts).
Suggested activities
Suggested activities
Use of light microscope.
Use of light microscope.
View prepared slides and draw and
identify key features.
Collect material from aquariums or field
and prepare slides and whole mounts.
Conduct simple diffusion experiments.
Draw and identify key features.
Estimate cell size.
View electron micrographs and identify
organelles.
Conduct
simple
experiments
demonstrate concept of osmosis.
Organs and
Systems
to
Question
Question
How do plants and animals function?
How do marine plants and animals
function in different habitats?
Content
Investigate key features of organs and
their systems in some common marine
organisms
(e.g.
swim
bladders,
location of prey).
Content
In depth study of a representative
sample of organs and systems and the
concept of surface area to volume ratio.
Impact of disease and parasitism and
other external factors to the function of
organs
and
systems
(e.g.
osmoregulation).
Suggested activities
Suggested activities
Simple dissections demonstrating gill
systems, importance of scales and
mucus layer.
Comparison of gas transport systems.
Matching organs to function (e.g. swim
bladder, structure of seaweeds, gas
exchange surfaces in animals and
plants etc).
Experiments
demonstrating
area to volume ratio.
surface
Dissections demonstrating structure and
function of organs and systems (e.g.
excretion, reproduction, oxygen/carbon
dioxide).
Videos and interactive websites.
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Living Systems
4C, 4B, 4A
Question
Questions
What are the basic requirements for
life in salty water?
How do marine organisms survive?
Content
Content
Photosynthesis
and
respiration;
examples of the essential inputs and
outputs of organisms.
Mechanisms responsible for regulating
water/salt balance.
Nutrition and the importance of a
balanced diet.
Conservation of heat.
How do marine organisms maintain a
balanced system?
Survival mechanisms at depth.
Ability of organisms to move between
salt,
brackish
and
fresh
water
environments.
Aerobic and anaerobic respiration.
Suggested activities
Suggested activities
Simple experiments to demonstrate the
importance of light and photosynthesis
for
supporting
all
consumers/
heterotrophs.
More complex experiments to introduce
the concept of experimental design and
the impact of abiotic factors on living
systems.
Excursions to Seahorse Farm at Beauty
Point, Australian Maritime College,
Woodbridge Marine Discovery System,
CSIRO Marine, Australian Antarctic
Division, Taroona Fisheries.
Knowledge and understanding of continuity, change and biotechnology
Genetics
Question
Questions
What
determines
difference
similarity between organisms?
and
Content
Study of variations in
structure and function.
How do cells divide?
What is the difference between mitosis
and meiosis?
Content
organisms’
Simple look at the relationship between
an
organism’s
genotype
and
phenotype.
Mutations.
Prokaryotes and eukaryotes.
Mitosis and meiosis.
Monohybrid crosses.
Use of genetics as a management tool
in aquaculture.
Gene switch mechanisms.
Introduction
selection.
Suggested activities
Observing variations and relating them
to the environment/habitat.
to
concept
of
natural
Suggested activities
Investigate
use
of
genetics
in
aquaculture (e.g. one sex in salmon
industry).
Research project on use of genetics in
Tasmanian marine industries.
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Reproduction
4C, 4B, 4A
Question
Questions
How do organisms continue to exist from
generation to generation?
What is the significance of asexual and
sexual reproduction?
When do organisms reproduce?
Content
Content
Structure and function of simple asexual
and sexual reproductive organs.
Timing of reproduction with environmental
triggers.
Sex change mechanisms.
Hermaphrodites.
Reproductive structure and function in
higher order organisms.
Simple reproductive strategies in marine
animals and plants.
Suggested activities
Suggested activities
Observing
simple
structures
using
microscopes.
reproductive
stereo
light
Breeding marine organisms in the
laboratory (e.g. tropical fish, sea
horses, sea anemones, hydra etc.
Biotechnology
Modelling mitosis and meiosis.
The use of reproductive strategies in
Tasmanian aquaculture (e.g. salmon, sea
horses, eels).
Breeding marine organisms in the
laboratory (e.g. tropical fish, sea horses,
sea anemones, sea cucumbers etc).
Question
Question
What is biotechnology?
What are the consequences of genetic
engineering?
Content
Examples of biotechnology in use in
Tasmania (e.g. aquaculture breeding
programs).
Content
Issues arising from genetic engineering.
Pharmaceuticals and sun screens from
bacteria inhabiting saline lakes in
Antarctica.
Cloning.
Gene patents and intellectual property.
Concept of a gene pool.
Suggested activities
Suggested activities
Visit a variety of aquaculture industries in
Tasmania.
Undertake a project to investigate the
economic, social and ethical issues
surrounding the use of genetic
engineering in Tasmania.
Undertake activities in “bio-technology
Online” CD.
on activities and issues in “Biotechnology Online” CD
Investigate an industry and produce a
small assignment.
Complete a small study of an issue from
the media.
Date: October 31, 2007
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21
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
Evolution and
Natural Selection
4C, 4B, 4A
Questions
Questions
How did today’s biodiversity of marine
organisms come about?
Why are
similar?
Why do scientists believe that life began
in water?
Why are many marine organisms similar
in structure and function?
Content
Content
View examples of fossil marine life.
Theory of natural selection and hybrid
vigour.
Evolutionary time scale.
many
living
organisms
so
Evidence for natural selection.
The species concept.
Suggested activities
Museum visit.
Videos.
Making a time scale model for a
particular species or group of marine
organism(s).
Suggested activities
Comparison of Darwin’s theory of
evolution by natural selection with the
fossil record for a Tasmanian species.
Museum visit.
Tasmanian University visit.
Maria Island – Fossil Cliffs.
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
SUGGESTED TEACHING AND LEARNING TASKS
TASK 1
EGGS AND OSMOSIS
Criterion for Assessment: CRITERION 1 (Select and use technologies).
Hen eggs have of stony shell that can be dissolved with a dilute acid that does not harm the membrane underneath.
The effects of putting the egg into different salt concentration solutions can then be seen.
In this experiment you will be dissolving the shells off two eggs, washing them and then patting them dry and
weighing them before they are placed into beakers of water of different salt concentrations. Then every 5 minutes
you will remove the eggs, pat them dry and reweigh. Continue this for an hour. Use solutions containing 0% salt,
0.9% salt and 1.8% salt.
Dissolve the 3 eggs shells in 0.5 M HCl overnight and then rinse the eggs thoroughly.
Pat dry each egg, weigh and record the result as the mass for time 0.
Use 400 ml beakers and place 200 mls of the salt solution in each. Place an egg in each and label carefully to avoid
errors.
Stagger the placing of each egg into it’s beaker by 30 seconds to give you time to do each measurement at the end of
exactly 5 minute and use separate stop-watches for each.
Design a table that you can use for the results in an excel spreadsheet as we will be going to the computer room after
the experiment for a write up in a word document.
In the write up include all the usual headings and under method include a diagram that you have drawn in another
program and imported into your document.
You are then to use the spreadsheet to graph the results Ensure that the graph has a title, name for each axis and
scale. Also there will be three lines on the graph. Show which is which. Import the graph into your document when it
is completed.
Make the table presentable and easy to read and import this into the word document, or redesign it as a word table
instead.
For an A rating students can design a suitable table in Excel and use it to draw the graph. They needed to include
the title, axes labels and scales and the key showing which line was which on the graph. They were able to change
to a word table if they wished.
For a B rating students can do the basics but may have missed the scale on the axes or the key to which was which.
For a C rating students can managed a basic table and graph with few or none of the improvements that they were
asked for.
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 2
INTRODUCTION TO MICROSCOPE USE FOR BIOLOGICAL EXAMINATIONS
Criterion for Assessment: CRITERION 1 (Select and use technologies).
Topic: Calibration of a microscope using a slide graticule.
Theory: Calibration of a light microscope is needed to allow you to accurately measure cells and other specimen
slides you examine. In practice, this means that when viewing cells or specimens under a microscope you can
measure their actual length using a graticule slide. A graticule slide is a microscope slide that is marked with a grid
of lines (for example, a 1 mm grid) that allows the size of objects seen under magnification to be easily estimated.
Such grids are perhaps more often employed in counting exercises, however, they also can give us an accurate
estimate of the actual size of objects under magnification.
Aim of Experiment: To use a graticule slide to calibrate a microscope and then to determine the impact of
magnification on: (i) Field of View and (ii) Light intensity
Method:
1.
Set up the light microscope in readiness for slide examination
2.
Place the graticule slide in position on the stage and focus under low power.
3.
Position the graticule slide so that the small squares of the grid can be seen. Note that each of the big
squares is 1 mm square and each of the small squares is 0.1 mm square.
Question 1:
Determine the fields of view for the diagrams below.
Field of view = ________________mm
Field of view = ____________________mm
Question 2:
(a)
Measure the field of view of your microscope under low and medium power and fill your findings into the
table below.
Ocular Lens
Objective Lens
Magnification
FOV (mm)
Low power
Medium power
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Life Sciences
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2C, 2B, 2A 3C, 3B, 3A
(b)
4C, 4B, 4A
What happens to the field of view as the magnification is increased?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Question 3:
(a)
What do you notice happening to the light intensity as you increase the degree of magnification?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(b)
Why do you think the light intensity undergoes this change?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Question 4.
Place a lower case letter e from a newspaper article (body of text, not from a heading) on a glass slide and place a
graticule slide on top of it. Position the two slides on the stage of the microscope and view under low power.
(a)
What do you notice about the image of the letter e?
_________________________________________________________________________________________
(b)
In the space provided, draw an image of the letter e as it appears in the view finder under low power.
Draw the outline of the lines of the graticule slide, over the letter e.
Diagram 1:
(use compass with set radius)
Date: October 31, 2007
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Life Sciences
25
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
(c)
4C, 4B, 4A
Increase the magnification to medium power and once again draw the letter e (or part thereof) including
grid lines, as appropriate (if lines are visible).
Diagram 2:
(use the same radius as above)
(d)
What do you notice about the increase in magnification when you move from low power to medium
power?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Date: October 31, 2007
LifeSc2_4tasV9.doc.
26
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 3
RAT DISSECTION
Instructions:
1) Collect a rat specimen,
dissection board,
pins,
gloves,
hammer,
scalpel
scissors and probes from the trolley
labelled diagram of rat’s digestive system
2) Pin down the rat using the dissection pins and a hammer.
3) Lift the skin in the centre of the abdomen. Using the scissors, cut the skin from the throat of the
animal to its genitals without cutting the underlying muscle.
4) Extend the initial cut along each of the rat’s limbs
5) Peel back the flaps of skin and pin them to the board.
6) Using the scissors, follow the same cutting procedure to cut the muscle layer beneath the skin, taking
care not to damage the underlying organs. You will also need to cut through the rib cage.
7) Using the scalpel, probe and scissors, carefully remove the different parts of the digestive system
(starting with the oesophagus) and place them in order on the board to the right of the rat
(oesophagus, stomach, liver, pancreas, small intestine, caecum, colon).
8) Carefully remove the lungs, heart and kidneys and place them to the left of the rat on the dissection
board.
9) Using the digital camera, take a photograph of your rat and its organs. Save it to your files.
10) Using either Word, Microsoft Paint or Word art label all of the organs on your picture. Add your
name and a title to the picture and email it to me with your answers to the following questions:
Questions
1.
What proportion of the abdominal cavity is occupied by the liver? Account for its large size.
2.
Describe the size and the shape of the stomach. Locate the pyloric sphincter. What is it used for?
3.
Observe the mesentery – transparent connective tissue – associated with the internal organs. What would
appear to be its function?
4.
Locate the pancreatic duct and the bile duct. What are their functions?
5.
Do all parts of the intestine have an equally rich supply of blood vessels? Attempt to explain any differences
that you see.
6.
What substances would you expect to find in the blood in the veins leading away from the intestines?
7.
Compare the composition and texture of any food in the different parts of the gut. Comment on any changes
which occur to the food as it moves from the mouth to the anus.
8.
Examine the caecum (appendix). What is its function in the rat? In the Koala this organ is very large. Explain
why?
9.
Which software package did you use to label your rat? Why did you choose this particular method over the
other two?
Date: October 31, 2007
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27
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Criterion 1 ‘Select and use technologies’ : Marking Checklist
Evidences
Safe Work Habits
Use safety
equipment and
protective clothing
(lab. Coat, safety
glasses, appropriate
foot ware)
appropriately.
•
Gloves were used at
all times when
handling the
specimen
•
Gloves were
removed when
recording data and
using the digital
camera
Equipment was used
carefully and in such
a manner to avoid
injury and or
breakage
Student shows
awareness of safety
of self and others
•
•
•
Ethical work
habits
Workspace/
equipment
Uses biological
material in an ethical
manner
•
Maintain a clean and
organised work
space
•
•
Clean up/ pack up
appropriately
•
•
•
Laboratory skills
Select appropriate
technology and
equipment
•
•
Yes
No
Student works
quietly and efficiently
Rat was pinned and
opened as directed
with minimal
unnecessary
damage
Intestines did not
spill over onto the
bench top
Dirty utensils were
not left on the bench
At the conclusion,
the rat and intestines
were placed in a
bag, sealed and
placed in the
biohazard bin
Dissection boards
were rinsed and
stacked
appropriately
Scalpels, scissors,
dissecting probes
and pins were placed
in the disinfectant
beaker sharp side
down.
Scissors were mainly
used to make the
initial incisions
The probe was used
to lift and free the
different organs
Date: October 31, 2007
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Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
•
•
•
•
•
•
Evaluate equipment
/ technology
Student can use the
digital camera
Student is able to
generate and place
labels on their rat
photograph
Student can correctly
identify structures
Student is able to
use their email to
send their labelled
rat picture and
answers as an
attachment
Student is able to
follow the written
instructions with
minimal assistance
Student is able to
identify the
limitations of a
couple of the
different methods
that could have been
used to label their
photograph
Tally
Assessment Level 4 –
/19
/19
A Standard – no more than 2/19 “No’s” in total
B Standard – no more than 5/19 “No’s” in total
C Standard – no more than 8/19 “No’s” in total
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 4
CELL CHEMISTRY PRACTICAL TASK – OSMOSIS IN PLANT CELLS
CRITERIA:
C1
Select and use technologies
C8
Demonstrate knowledge and understanding of structure and function.
Aim:
To observe osmosis in onion cells.
Equipment:
Microscope
Microscope slides and cover slips.
Paper towel.
Safety blade
Forceps
Onion
Concentrated salt solution (or concentrated sugar solution)
Pasteur pipette
Flexi-cam and television.
Procedure
NOTE: CALL YOUR TEACHER OVER TO CHECK AT THE STAGES MARKED*.
1.
Carefully cut an onion and use forceps to remove a small piece of the very thin transparent tissue between
the layers of an onion skin.
2.
Place the tissue on a slide, add a droplet of water and * cover with a cover slip using the correct technique.
3.
Place the slide on the microscope stage and make the necessary adjustments so the cells can be seen
clearly under low and high power. We are not using stain so make appropriate adjustments to control the
light to give the best view*.
4.
Observe the slide to see the normal appearance of the onion cells. Draw a sketch of a section your field of
view at high magnification at this point. Label your drawing.
5.
*Using a pasteur pipette place a few drops of concentrated salt solution against one side of the cover slip.
Place a piece of paper towel against the other side of the cover slip. The salt solution will be drawn across
the slide by capillary action.
6.
Look at the cells under the microscope.
How has the appearance changed? Draw a labelled diagram of a section of
your field of view showing the changes compared to step 4.
Explain your observations.
7.
Clean up carefully putting all equipment in the right place in the correct manner especially the microscope*.
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2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
If time and equipment permits.
8.
Repeat steps 1 and 2.
9.
Place the slide on the microscope stage, attach the flexi-cam and make the necessary adjustments so the
cells can be seen clearly under low and high power on the TV screen. We are not using stain so make
appropriate adjustments to control the light and focus to give the best view*.
10. *While the slide is on the microscope stage, using a pasteur pipette place a few drops of concentrated salt
solution against one side of the cover slip. Place a piece of paper towel against the other side of the cover
slip. The salt solution will be drawn across the slide by capillary action. The cell changes should be
observable as they happen on the TV screen.
11. Clean up carefully putting all equipment in the right place in the correct manner especially the microscope*.
References:
J.W. Wilkinson, Senior Biology Book 1, Macmillan 1987, Victoria
M.B.V. Roberts, Biology for Life, Thomas Nelson 1987, Australia
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2C, 2B, 2A 3C, 3B, 3A
Assessment Sheet
4C, 4B, 4A
Name: ___________________________
Criterion 1. Select and use technologies
a)
Slide Preparation
Evidences
Possible Mark
Material removed effectively
2
Area of material less than cover slip
1
Coverslip placed using correct technique
2
No air bubbles in the slide
1
Correct technique in flooding slide with concentrated salt
solution
2
Total
8
b)
Actual Mark
Use of microscope
Evidences
Sets up microscope correctly
1
Specimen visible under microscope
1
Condenser adjusted for maximum clarity
1
Light and iris adjusted for maximum clarity
2
Specimen centred and focussed correctly under high power
1
Slide removed under low power
1
Microscope left correctly
-
stage clean
stage down
low power lens
1
1
1
Total
c)
10
Use of flexi-cam
Evidences
Sets up flexi-cam and microscope correctly
1
Specimen visible on screen
1
Condenser adjusted for maximum clarity
1
Light and iris adjusted for maximum clarity
2
Specimen centred and focussed on screen correctly under
high power
1
Slide removed under low power
1
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4C, 4B, 4A
Microscope and flexi-cam left correctly
-
stage clean
stage down
low power lens pointing to stage
1
1
1
Total
Assessment
10
A
B
C
With flexi-cam and microscope
26-28
21-26
16-21
Without flexi-cam
16-18
12-16
9-12
Date: October 31, 2007
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Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 5
OSMOSIS IN POTATO STICKS
Hypothesis.
Potato sticks will shrink in salty water and swell in fresh water.
Method
1.
2.
3.
Slice a large potato into 6 sticks about 5-8 mm square and 50 mm long.
Make them all the same and to make the calculations easy, have as close to 50 mm as the length.
Sit each in a test-tube labelled with the following salt concentrations.
0.0%,
4.
5.
6.
7.
8.
9.
0.5%,
1.0%,
1.5%,
2.0%,
2.5%
Pipette 20 ml of each of the solutions from the tray into the appropriate test-tube. The potato sticks should
be well covered.
After 1 hour remove each of the potato sticks with a pair of tweezers, blot dry and measure the length.
Record this in the table shown below and make a general observation on the firmness or floppiness of the
potato sticks by grading them from most to least firm or floppy.
Return the potato sticks to their test-tubes and remeasure at the beginning of the next lesson.
If the results are still the same as before then discard the solutions and potato sticks and rinse the testtubes. Otherwise change the results in the table.
Graph the results from the table as before and after column graphs, using the Excel software or some
equivalent. ( see before and after below )
Before and after length of potato sticks
in different solutions
70
Length in mm
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
Solutions
Result Table
Concentration of Solution
Length of stick before
0.0%
50 mm
0.5%
50 mm
1.0%
50 mm
1.5%
50 mm
2.0%
50 mm
2.5%
50 mm
Length of stick after
Grading of
floppiness
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2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Analysis and Conclusions
1.
2.
3.
What observations have you made of the changes in length of the potato sticks? Where there any sticks
that were curved? What about the floppiness or otherwise of the sticks?
What is an explanation for these observations?
Write a simple conclusion relating to the hypothesis..
Criterion 10
Analyse, interpret and draw conclusions.
A
•
•
•
•
•
Students will draw a graph
Observe that some sticks are longer than before etc and relate that to the concentration
Relate the change in length to the turgor/floppiness
Use the idea of osmosis/diffusion to explain both the change in length and the turgor/floppiness well.
Write a suitable conclusion related to the hypothesis.
•
•
•
•
•
•
Students will draw a graph
Observe that some sticks are longer than before etc and relate that to the concentration
Observe the change in the turgor/floppiness
Use the idea of osmosis/diffusion to explain either the change in length or the turgor/floppiness.
Write a suitable conclusion related to the hypothesis.
•
•
•
•
Students will draw a graph
Observe that some sticks are longer than before etc and relate that to the concentration
Observe the change in the turgor/floppiness.
Write a suitable conclusion related to the hypothesis.
B
C
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
35
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 6
TEST: PHOTOSYNTHESIS AND RESPIRATION
Criterion 10: Analyse, interpret and draw conclusions
1. An aquatic plant was placed in fluid in a tube and exposed to bright light. The light source was placed at different
distances from the tube which was kept at the same temperature throughout the experiment At each distance the
number of gas bubbles given off by the plant per minute was recorded.
Distance from
Bubbles
light (cm)
per minute
10
60
20
25
30
10
40
5
a) Draw a graph on the paper provided showing the relationship between the distance of the tube from the light and
the number of gas bubbles produced per minute.
(5 marks)
b) Describe the relationship observed on the graph. (2 marks)
c) Suggest a probable identity for the gas in the bubbles. (1 mark)_________________________________________
____________________________________________________________________________________________
d) How does the distance from the light source affect the process? (2 marks)________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
e) What process is occurring in the plants? (1 mark) ___________________________________________________
____________________________________________________________________________________________
f) The fluid contained a source of carbon dioxide in the form of bicarbonate ions. Why was this done? (2 marks)
____________________________________________________________________________________________
____________________________________________________________________________________________
Date: October 31, 2007
LifeSc2_4tasV9.doc.
36
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
2. In an investigation of the rate of water transpiration and absorption in a plant over four-hourly periods on a
summer’s day. The following measurements were made
Water (G)
Water (G)
Amount of water
absorbed
transpired
in leaf (as ratio
Time
in 4 hours
in 4 hours
to dry mass)
4 a.m.
6
1
7.2
8 a.m.
7
9
6
12 noon
15
21
5.5
4 p.m.
23
30
3
8 p.m.
16
10
3.8
Midnight
8
3
7.5
a) Use suitable scales and the graph paper provided to draw the following graphs:
i amount of water absorbed against time (5 marks)
ii amount of water transpired against time (5 marks)
Describe the relationship between water absorbed and time. (2 marks)
______________________________________________________________________________ ______________
______________________________________________________________________________ ______________
______________________________________________________________________________ ______________
Describe the relationship between water transpired and time. (2 marks)
______________________________________________________________________________ ______________
______________________________________________________________________________ ______________
______________________________________________________________________________ ______________
b) At what times did maximum absorption and transpiration occur? (2 marks)
______________________________________________________________________________ ______________
______________________________________________________________________________ ______________
c) What happens to the levels of transpiration and absorption at night? (1 mark)
_____________________________________________________________________________________________
d) Why is this the case? (2 marks)__________________________________________________________________
______________________________________________________________________________ ______________
______________________________________________________________________________ ______________
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
37
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
e) What is the relationship between transpiration and absorption and the amount of water in a leaf? (2 marks)
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. The amount of oxygen dissolved in water at different temperatures is shown in the table below
Temperature
Oxygen
(°C)
(cm3/L)
0
9.6
10
7.6
20
6.4
30
5.2
40
4.6
a) What is the relationship between the temperature of the water and the amount of dissolved oxygen it contains? (2
marks) _______________________________________________________________________________________
____________________________________________________________________________________________
b) What effect would you expect an increase in temperature to have on the oxygen requirement of an aquatic
organism? (2 marks) ____________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
c) On the blank paper below, sketch a graph with ‘ temperature in °C’ along the horizontal axis and ‘respiration rate
per minute (arbitrary units)’ on the vertical axis. Draw a line on the graph to indicate what you believe the relationship
between respiration rate of a tadpole and the temperature of the water in which it is swimming would be. Explain why
you have chosen the particular graph shape. (5 marks) _________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Assessment:
A
32
B
25
31
C
21
24
Date: October 31, 2007
LifeSc2_4tasV9.doc.
38
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 7
THE CIRCULATION SYSTEM
Aim:
To observe the effects of exercise on breathing and heart rates.
Apparatus:
One stethoscope and one stopwatch for each group.
Task:
Work in a group of two or three to conduct the activity and record the group and class results.
Answer the questions individually.
Method:
1.
Test and record the resting heart and breathing rate of two subjects. Record results on the table provided.
2.
Subject 1 will walk to the E Block entry and then jog to the steps outside D block, down the path towards F
Block and back to the steps outside the E Block entrance. This circuit must be completed twice. After
completing the second circuit return quickly to the lab then record pulse and breathing rates.
3.
Subject 2 will then walk to the stairs inside the E Block entrance and walk briskly up and down the stars 10
times (10 up and 10 down). After completion move quickly to the lab and record pulse and breathing rates.
4.
Record your results on the class data sheet and take note of the class averages.
5.
Use individual and class average data to answer the questions on the last page. These answers are to be
done individually and will be used to assess your ability to analyse and draw conclusions. (Criterion 10 )
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
39
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
Name __________________________
1.
When compared to sitting which activity gave the greatest rise in breathing and heart rates? Discuss this
with reference to both your group and the class data.
2.
What relationship did you observe between heart rate and breathing rate when looking at the different types
of exercise?
Date: October 31, 2007
LifeSc2_4tasV9.doc.
40
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
3.
4C, 4B, 4A
Explain what you believe to be the effect of exercise on the circulation and respiratory systems of the body.
Use your knowledge of the respiratory and circulation systems to discuss in detail the physiological causes
of the observations made during the experiment.
Observations
Subject 1
Subject 2
Class Average
Resting Heart Rate (Beats/
Min)
Resting Breathing Rate
(Breath/ Min)
Heart Rate after Jogging
Breathing Rate after
Jogging
Date: October 31, 2007
LifeSc2_4tasV9.doc.
Life Sciences
41
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
ASSESSMENT
Level 2 ‘C’ Rating
Attempt to describe relationships, and draw a simple conclusion, link data to given principle with considerable help
from the teacher
Level 2 ‘A’ Rating Level 3 ‘C’ Rating
Examine data, describe simple relationship, and draw a sensible conclusion, link data to given principle with some
help from the teacher.
Level3 ‘A’ Rating
Interpret data, describe relationship, and draw relevant conclusions, apply data to selected principle with little help
from the teacher
Level 4 ‘C’ Rating
Can draw a generalisation by applying data to selected principals which relate to good depth of understanding of the
2 systems with no help from the teacher
Level 4 ‘A’ Rating
Analyse data, describe relationship between variables, draw a relevant, detailed, logical conclusion, draw
generalisation by analysing data and relating to deep understanding of the circulation and respiratory systems from
many sources.
Date: October 31, 2007
LifeSc2_4tasV9.doc.
42
Life Sciences
Senior Secondary
2C, 2B, 2A 3C, 3B, 3A
4C, 4B, 4A
TASK 8
LIFE SCIENCE (MARINE)
Criterion 10 assessment task: Analyse, interpret and draw conclusions.
This task relates to data on mercury levels in flathead sampled from the Derwent River in the south of Tasmania.
Mercury is a heavy metal pollutant. The zincworks near Hobart is a major source of heavy metal pollution of the
Derwent River. In the past, the Derwent was very badly polluted with mercury, lead, zinc, copper and cadmium from
the zincworks, and in the 1970’s, Professor Harry Bloom described the Derwent as, “The worst polluted river in the
world”. Today, however, considerable efforts are made to reduce the level of heavy metal pollution entering the river,
and the most heavily polluted sediments at the bottom of the river are being progressively “capped” by layers of
cleaner sediment.
Average Mercury (mg/kg)
As a major partner in the Derwent Estuary Program, the zincworks now conducts Biota Monitoring, to check the levels
of heavy metals in marine organisms. Part of this sampling program is the monitoring of mercury levels in flathead
fish caught from the Derwent.
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Above Tasman
Bridge
1998/99
1999/00
Eastern Shore
2000/01
Ralphs Bay
2001/02
Western Shore
2002/03
2003/04
Background
ANZFA Limit
AVERAGE MERCURY CONCENTRATION IN FLATHEAD
© Nyrstar – used with kind permission
The figure above from the Zinifex Hobart Smelter Environmental Management Plan 2003/04 Annual Review (Figure
4.68) shows levels of mercury in flathead fish sampled over the years 1998-2004. The line running across the bar
chart is the Australia New Zealand Food Authority recommended maximum limit for mercury in food for human
consumption.
YOUR TASK is to produce a report on the data in the chart.
In the report, you might consider some of the following:
-
What are the general trends in the data over time, at all sites?
Are there any patterns in relation to the distribution of the mercury contamination around the Derwent?
The zincworks is located near the Bowen Bridge, and tidal inflow/outflow in the Derwent follows a clockwise
direction. A map of the Derwent may help you to explain the data more.
Are there any anomalous data? (odd, unusual, not fitting the overall trends)
Can you suggest any possible reasons for anomalies in the data?
Date: October 31, 2007
LifeSc2_4tasV9.doc.