Edrolo - Year 11 Biology Sep 2018 PDF

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a bunch of material that is to help out and provide information for those who are in year 11 or year 12 in australia. these are from edrolo...

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NSW Year 11 – Biology

Module 1: Cells as the Basis of Life Cells are the basis of life. They coordinate activities to form colonial and multicellular organisms. Students examine the structure and function of organisms at both the cellular and tissue levels in order to describe how they facilitate the efficient provision and removal of materials to and from all cells in organisms. They are introduced to and investigate biochemical processes through the application of the Working Scientifically skills processes. Students are introduced to the study of microbiology and the tools that scientists use in this field. These tools will be used throughout the course to assist in making predictions and solving problems of a multidisciplinary nature. Class no.

Lesson type

Edrolo video lesson

Syllabus dot point

Focus area

Reference

Cell Structure  Inquiry question: What distinguishes one cell from another? 1

Theory lesson 1

Prokaryotic cell variety and structure

Investigate different cellular  Prokaryotic cell variety and structures, including but not limited to: structure  Examining a variety of prokaryotic and eukaryotic cells  Describe a range of technologies that are used to determine a cell’s structure and function

 1.1.1.1

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Theory lesson 2

Eukaryote cell variety and structure

Investigate different cellular  Eukaryotic cell variety and structures, including but not limited to: structure  Examining a variety of prokaryotic and eukaryotic cells  Describe a range of technologies that are used to determine a cell’s structure and function

 1.1.1.2

Difficulty level

Additional resources

NSW Year 11 – Biology

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Theory lesson 3

Microbiological technologies

Investigate different cellular  Microbiological technologies structures, including but not limited to:  Examining a variety of prokaryotic and eukaryotic cells  Describe a range of technologies that are used to determine a cell’s structure and function

 1.1.1.3

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Theory lesson 4

Biological drawing

 Biological drawing Investigate a variety of prokaryotic and eukaryotic cell structures, including but not limited to:  Drawing scaled diagrams of a variety of cells  Comparing and contrasting different cell organelles and arrangements  Modelling the structure and function of the fluid mosaic model of the cell membrane

 1.1.2.1

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Theory lesson 5

Organelle structure and function

 Organelle structure and Investigate a variety of prokaryotic function and eukaryotic cell structures, including but not limited to:  Drawing scaled diagrams of a variety of cells  Comparing and contrasting different cell organelles and arrangements  Modelling the structure and function of the fluid mosaic model of the cell membrane

 1.1.2.2

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Theory lesson 6

Fluid mosaic model of the cell membrane

Investigate a variety of prokaryotic  Fluid mosaic model of the cell  1.1.2.3 and eukaryotic cell structures, membrane including but not limited to:  Drawing scaled diagrams of a variety of cells  Comparing and contrasting different cell organelles and arrangements  Modelling the structure and function of the fluid mosaic model of the cell membrane

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Progress check 1 (covering theory lessons 1-6)

Cell Function  Inquiry question: How do cells coordinate activities within their internal environment and the external environment?

NSW Year 11 – Biology

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Theory lesson 7

Diffusion and osmosis

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Theory lesson 8

Active transport and Investigate the way in which materials  bulk transport can move into and out of cells, including but not limited to:   conducting a practical investigation modelling diffusion and osmosis  examining the roles of active transport, endocytosis and exocytosis  relating the exchange of materials across membranes to the surfacearea-to-volume ratio, concentration gradients and characteristics of the materials being exchanged

Active transport and facilitated  1.2.1.2 diffusion Bulk transport (endocytosis  1.2.1.3 and exocytosis)

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Theory lesson 9

Efficiency of exchange

Investigate the way in which materials  can move into and out of cells, including but not limited to:   conducting a practical investigation modelling diffusion and osmosis   examining the roles of active transport, endocytosis and exocytosis  relating the exchange of materials across membranes to the surfacearea-to-volume ratio, concentration gradients and characteristics of the materials being exchanged

Efficiency of exchange related  1.2.1.4 to surface area to volume ratio Efficiency of exchange related to concentration gradients  1.2.1.5 Efficiency of exchange related to characteristics of materials  1.2.1.6

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Theory lesson 10

Cell requirements

 1.2.2.1 Investigate cell requirements, including  How energy enters cells but not limited to:  Chemical requirements of cells  1.2.2.2  suitable forms of energy, including  Wastes that must be removed light energy and chemical energy in  1.2.2.3 complex molecules  matter, including gases, simple nutrients and ions  removal of wastes

Investigate the way in which materials  Diffusion and osmosis can move into and out of cells, including but not limited to:  conducting a practical investigation modelling diffusion and osmosis  examining the roles of active transport, endocytosis and exocytosis  relating the exchange of materials across membranes to the surfacearea-to-volume ratio, concentration gradients and characteristics of the materials being exchanged

 1.2.1.1

NSW Year 11 – Biology

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Theory lesson 11

Photosynthesis

Investigate the biochemical processes of  Photosynthesis photosynthesis, cell respiration and the removal of cellular products and wastes in eukaryotic cells

 1.2.3.1

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Theory lesson 12

Cellular respiration

Investigate the biochemical processes of  Cellular respiration photosynthesis, cell respiration and the removal of cellular products and wastes in eukaryotic cells

 1.2.3.2

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Theory lesson 13

Cellular waste removal

Investigate the biochemical processes of  Cellular waste removal in eukaryotic cells photosynthesis, cell respiration and the removal of cellular products and wastes in eukaryotic cells

 1.2.3.3

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Theory lesson 14

Enzyme action

Conduct a practical investigation to  What an enzyme is model the action of enzymes in cells  How enzymes work

 1.2.4.1  1.2.4.2

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Theory lesson 15

Enzyme activity: Investigate the effects of the Effect of temperature environment on enzyme activity and pH through the collection of primary or secondary data

 1.2.5.1  Effect of temperature on enzyme activity  Effect of pH on enzyme activity  1.2.5.2

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Theory lesson 16

Enzyme activity: effect of cofactors, inhibitors and substrate and enzyme concentration

 Effect of cofactors on enzyme activity  Effect of inhibitors on enzyme activity  Effect of substrate concentration on enzyme activity  Effect of enzyme concentration on enzyme activity

Investigate the effects of the environment on enzyme activity through the collection of primary or secondary data

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Progress check 2 (covering theory lessons 7-16)

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Working scientifically – Module 1 Module 1: Topic test

 1.2.5.3  1.2.5.4  1.2.5.5  1.2.5.6

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NSW Year 11 – Biology

Module 2: Organisation of Living Things Multicellular organisms typically consist of a number of interdependent transport systems that range in complexity and allow the organism to exchange nutrients, gases and wastes between the internal and external environments. Students examine the relationship between these transport systems and compare nutrient and gas requirements. Models of transport systems and structures have been developed over time, based on evidence gathered from a variety of disciplines. The interrelatedness of these transport systems is critical in maintaining health and in solving problems related to sustainability in agriculture and ecology. Class no.

Lesson type

Edrolo video lesson

Syllabus dot point

Focus area

Reference

Organisation of living things  Inquiry question: How are cells arranged in a multicellular organism?  Defining unicellular, colonial  2.1.1.1 Compare the differences between and multicellular organisms unicellular, colonial and multicellular organisms by:  Comparison of unicellular,  2.1.1.2  Investigating structures at the level of colonial, multicellular organisms at the cellular level the cell and organelle  Comparison of unicellular,  Relating structure of cells and cell colonial, multicellular specialisation to function organisms at the organelle  2.1.1.3 level

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Theory lesson 1

Unicellular, colonial and multicellular organisms

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Theory lesson 2

Relationship Impact of cell specialisation on between organelles organelles and cell specialisation

 Relationship between organelles and cell specialisation

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Theory lesson 3

Cell differentiation Investigate the structure and function and specialisation; of tissues, organs and systems and tissues, organs, relate those functions to cell body systems differentiation and specialisation

 Define cell differentiation and  2.1.2.1 specialisation  Define tissues, organs and  2.1.2.2 organ systems.  Structure/function - links to  2.1.2.3 cell differentiation and specialisation

 2.1.1.4

Difficulty level

Additional resources

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NSW Year 11 – Biology 4

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Theory lesson 4

Justification of hierarchical structural of MC organisms

Justify the hierarchical structural organisation of organelles, cells, tissues, organs, systems and organisms

 Recall definitions of  2.1.3.1 organelles, cells, tissues, organs, systems and organisms  Limitations in size due to  2.1.3.2 SA:Vol ratio  Justification of hierarchical  2.1.3.3 structural organisation of MC organisms

Progress check 1 (covering theory lessons 1- 4)

Nutrient and Gas Requirements  Inquiry question: What is the difference in nutrient and gas requirements between autotrophs and heterotrophs?  2.2.1.1 Define and distinguish between autotrophs and heterotrophs  2.2.1.2 Types of autotrophs Identify a range of macro and  2.2.1.3 micro structures of autotrophs using stained images from light and electron microscopes, including leaf, stem, flower and root structure

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Theory lesson 5

Autotroph structures

Investigate the structure of autotrophs  through the examination of a variety of materials, for example:  Dissected plant materials   Microscopic structures   Using a range of imaging technologies to determine plant structure

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Theory lesson 6

Function of autotroph structures

Investigate the function of structures in Explain the function of a  2.2.2.1 a plant, including but not limited to: range of the above structures  Tracing the development and in plants movement of the products of photosynthesis

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Theory lesson 7

Case study Tracing the products of photosynthesis

Investigate the function of structures in Case study - Tracing the products of photosynthesis a plant, including but not limited to:  Tracing the development and movement of the products of photosynthesis

 2.2.2.2

NSW Year 11 – Biology 9

Theory lesson 8

7 Introduction to gas exchange

Investigate the gas exchange  Explain the general role of  2.2.3.1 structures in animals and plants gas exchange surfaces through the collection of primary and  Explain how gas exchange  2.2.3.2 secondary data and information, for occurs in microscopic alveoli example:  Explain how gas exchange  Microscopic structures: alveoli in occurs at the microscopic  2.2.3.3 mammals and leaf structure in plants level in leaves  Macroscopic structures: respiratory systems in a range of animals Investigate the exchange of gases between the internal and external environments of plants and animals

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Theory lesson 9

Gas exchange in animals

Investigate the gas exchange  Compare the respiratory structures in animals and plants systems of a range of through the collection of primary and animals; insects, fish, secondary data and information, for amphibians, mammals example:  Microscopic structures: alveoli in mammals and leaf structure in plants  Macroscopic structures: respiratory systems in a range of animals

 2.2.3.5

Investigate the exchange of gases between the internal and external environments of plants and animals 11

Theory lesson 10

Translocation and transpirationcohesion-tension theory

 Define and distinguish  2.2.4.1 Interpret a range of secondarybetween hypotheses, theories sourced information to evaluate processes, claims and conclusions and models that have led scientists to develop  Describe the current  2.2.4.2 hypotheses, theories and models translocation and about the structure and function of transpiration-cohesion-tension plants, including but not limited to: theory  Photosynthesis  Transpiration-cohesion-tension theory

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Theory lesson 11

Contribution of scientists to understanding translocation and transpirationcohesion-tension theory

Interpret a range of secondary Outline the contribution of a  2.2.4.3 sourced information to evaluate range of scientists to our processes, claims and conclusions understanding of that have led scientists to develop photosynthesis (include any hypotheses, theories and models relevant hypotheses, theories about the structure and function of and models) plants, including but not limited to:  Photosynthesis  Transpiration-cohesion-tension theory

NSW Year 11 – Biology 13

Theory lesson 12

8 Introduction to Digestion    

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Theory lesson 13

Tracing the digestion of food    

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Theory lesson 14

Nutrient and gas requirements of autotrophs and heterotrophs

Trace the digestion of foods in a mammalian digestive system, including: Physical digestion Chemical digestion Absorption of nutrients, minerals and water Elimination of solid waste

 Define digestion   Distinguish between physical  and chemical digestion  Define carnivore, herbivore and omnivore   Compare digestive systems of carnivore, herbivore and  omnivore

2.2.5.1 2.2.5.2

2.2.5.3 2.2.5.4

Trace the digestion of foods in a  Define nutrient and mineral  2.2.5.5 mammalian digestive system,  Identify where the absorption  2.2.5.6 including: of key nutrients, minerals and Physical digestion nutrients occur within the Chemical digestion digestive system followed by Absorption of nutrients, minerals and the elimination of solid waste water Elimination of solid waste Compare the nutrient and gas requirements of autotrophs and heterotrophs

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Progress check 2 (Part 1) (covering theory lessons 5-14)

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Progress check 2 (Part 2) (covering theory lessons 5-14)

 Recall the difference between  2.2.6.1 autotrophs and heterotrophs  Compare the nutrient  2.2.6.2 requirements of autotrophs and heterotrophs  Compare the gas  2.2.6.3 requirements of autotrophs and heterotrophs

Transport  Inquiry question: How does the composition of the transport medium change as it moves around an organism?

NSW Year 11 – Biology 18

Theory lesson 15

9 Transport systems in animals and plants

 Distinguish between open and  2.3.1.1 Investigate transport systems in closed circulatory systems animals and plants by comparing structures and components using physical and digital models, including but not limited to:  Macroscopic structures in plants and animals  Microscopic samples of blood, the cardiovascular system and plant vascular systems Compare the structures and function  Describe the function of macro and micro structures  2.3.3.1 of transport systems in animals and involved in open and closed plants, including but not limited to:  Vascular systems in plants transport systems of animals and animals  Describe the function of macro and micro structures  Open and closed transport  2.3.3.2 involved in the transport systems in animals systems of vascular plants

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Theory lesson 16

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Progress check 3 (covering theory lessons 15-19)

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Working scientifically – Module 2

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Module 2: Topic test

Changes in transport medium as it moves around organism

 Identify a range of blood Compare the changes in the  2.3.4.1 constituents that change in composition of the transport medium concentration in different as it moves around an organism organs; e.g. oxygen, co2, glucose, urea  Compare the changes in the  2.3.4.2 composition of the transport medium as it moves around an organism

NSW Year 11 – Biology

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Module 3: Biological Diversity Biodiversity is important to balance the Earth’s ecosystems. Biodiversity can be affected slowly or quickly over time by natural selective pressures. Human impact can also affect biodiversity over a shorter time period. In this module, students learn about the Theory of Evolution by Natural Selection and the effect of various selective pressures. Monitoring biodiversity is key to being able to predict future change. Monitoring, including the monitoring of abiotic factors in the environment, enables ecologists to design strategies to reduce the effects of adverse biological change. Students investigate adaptations of organisms that increase the organism’s ability to survive in their environment. Class no.

Lesson type

Edrolo video lesson

Syllabus dot point

Focus area

Reference

Effects of the Environment on Organisms  Inquiry question: How do environmental pressures promote a change in species diversity and abundance?  What is a selection pressure?  3.1.1.1  Biotic selection pressures  Abiotic selection pressures  3.1.1.2  3.1.1.3

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Theory lesson 1

Selection pressures

Predict the effects of selection pressures on organisms in ecosystems, including:  Biotic factors  Abiotic factors

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Theory lesson 2

Changes in population due to selection pressures

Investigate changes in a population  Changes in populations due to  3.1.2.1 selection pressures -Example of organisms due to selection 1 pressures over time, for example:  Changes in populatio...