Patterns+in+Nature


 * 3/2/2012

**Today's Agenda:**

 * Welcome to senior school.
 * How does it all work?
 * Seating arrangements
 * Expectations
 * In class
 * At home
 * What can you expect from the course?
 * Biology starter pack breakdown
 * Goals
 * Buddies
 * Bi-Laws
 * Bookwork

= 6/2/2012 =

Today's Agenda:

 * Recap last lesson
 * Check l/p
 * Topic Title page up to date: Patterns in nature
 * SSTs in book and discussed
 * O.S. Questions in book and discussed
 * How will our bio class work?
 * Discuss syllabus dot points
 * Discuss where they are to be put and why?
 * Discuss the first dot point.
 * Logging onto the wiki-space

= 7/2/2012 =

Today's Agenda:

 * Recap last lesson
 * Check l/p
 * Stick in O.S. questions.

Today's Syllabus heading and dot points:
__**Organisms are made of cells that have similar structural characteristics**__
 * **Outline the historical development of the cell theory, in particular, the contributions of Robert Hooke and Robert Brown **
 * Heading in book Cell Theory:
 * Watch video, Class Discussion and brainstorm: What is cell theory? What does it tell us? students to record examples.
 * Students to create a timeline of the information on page 64 and 65 of the text.
 * Internet Activity: Using available online sources to write a biography for Robert Hooke and Robert Brown. Include the following:
 * Who were they?
 * What was their job?
 * What did they contribute to cell theory?
 * Why was their contribution so important?

= 8/2/2012 =
 * Recap last lesson
 * Check l/p

Today's syllabus dot points.

 * **Describe evidence to support the cell theory **
 * Using your timeline extract **TWO** pieces of evidence that you think support cell theory and explain why.
 * **Discuss the significance of technological advances to developments in the cell theory**
 * Heading in book: The Microscope.
 * Students to draw table 2.2.1 page 69 of text[[image:Microscopes.png]].

= 13/2/2012 =

Today's syllabus dot points.

 * **Perform a first-hand investigation to gather first-hand information using a light microscope to observe cells in plants and animals and identify nucleus, cytoplasm, cell wall, chloroplast and vacuoles**
 * **Identify cell organelles seen with current light and electron microscopes**
 * Using a microscope and available slides students are to view and draw diagrams of the various items they see.
 * They will then thinly slice onion to view they structure of the cells.

//__**Learning Prep:**__// Use the Internet to research technological developments in microscopes. Draw a table into your workbook like the one below and in 50 words or less answer the following:
 * In what ways have each microscope allowed scientists to further develop cell theory[[image:1.5_table_of_organelles.jpg width="640" height="855"]]?

= 14/2/2012 =
 * __Part 1:__**
 * 1) Recap last lesson
 * 2) Check l/p

Today's Syllabus dot point.
//**SST:**// //**Organelle, Cell, Procaryotic cell, Eucaryotic cell, Mitochondria, Chloroplast, Endoplasmic Reticulum, Ribosome, Nucleus, Nucleolus, Cell Membrane.**//
 * **Describe the relationship between the structure of cell organelles and their function**
 * **Identify cell organelles seen with current light and electron microscopes**
 * Heading in book: Types of cells.
 * Students to distinguish between Eucaryotic and Procaryotic cells providing examples (bacteria vs plant and animal cell)
 * Students to use information gathered in presentation to complete the worksheet given in class

Complete cell organelle worksheet.
 * //__Learning Prep:__//**

= 15/2/2012 =

Recap last lesson: What are organelles? What do each of them do? Check l/p

Today's Syllabus Dot Point.

 * **Process information from secondary sources to analyse electron micrographs of cells and identify mitochondria, chloroplasts, Golgi bodies, lysosomes, endoplasmic reticulum, ribosomes, nucleus, nucleolus and cell membranes **
 * Students to use pages 136 and 137 of the textbook and complete micro slide viewer practical activity.
 * Students to view each of the slides however only complete activities for slides 2,3,4,5,6.

Use pages 74-78 of the text and the summary on page 78 to complete questions **1,2,3, 5,6,7**
 * __//Learning Prep://__**



17/2/2012

Today's Syllabus Dot Point:

 * **Process information from secondary sources to analyse electron micrographs of cells and identify mitochondria, chloroplasts, Golgi bodies, lysosomes, endoplasmic reticulum, ribosomes, nucleus, nucleolus and cell membranes. **
 * Students to complete micro slide activity.
 * Once students have completed micro slide activity they are to highlight syllabus dot points in workbook and annotate.
 * Students to peer mark workbooks.
 * Students to complete a study card of the previous syllabus heading.


 * __//Learning Prep://__** Students to complete Cells worksheet, stick in next syllabus heading.
 * The cells worksheet goes into //__**work**__// book

= 20/2/2012 =

Check l/p Hand out assessment task 1 and discuss Students to complete peer bookwork check. Class discussion: Creating a study card. Students to create a study card of the last syllabus heading.
 * __Agenda:__**
 * __//Learning Prep://__** Students to complete study card of the last unit of work.

= 21/2/2012 =

Today's Syllabus Dot Point:

 * **Describe the current model of the membrane structure and explain how it accounts for the movement of some substances into and out of cells.**
 * Heading in book: The Cell Membrane:
 * Students to complete notes on page 79 and 80.
 * Class Discussion: How does the Cell Membrane organise itself?
 * Students to draw diagram of a phospholipid and define the terms hydrophilic and hydrophobic
 * Why hydrophilic and hydrophobic[[image:Phospholipid_bilayer.png]]?


 * What else is found in the cell membrane?




 * Why is this called the Fluid mosaic model.

= 22/2/2012 =

Today's syllabuses dot point:
[|Osmosis vs Diffusion]
 * **Identify that there is movement of molecules in and out of cells**
 * Movement in and out of the cell:
 * The semi-permeable nature of the membrane allows movement to happen in and out of the cell.
 * Types of movement in and out of the cell
 * Passive and Active:
 * Students to define each
 * Class Discussion: Diffusion and Osmosis.
 * Students to watch the following video and define diffusion, and osmosis.
 * **Compare the processes of diffusion and osmosis.**
 * Practical observation (the tea bag) diffusion and osmosis (the water filter):
 * Using l/p worksheet: Distinguish between diffusion and osmosis using teabag and water filter analogy.

= 24/2/2012 =

Today's Syllabus Dot Point:

 * **Explain how the surface area to volume ratio affects the rate of movement of substances into and out of cells.**
 * Students are to watch the following presentation on Surface area to volume ratio:
 * Students are encouraged to take notes using the handout given in class.

__//**Learning Prep:**//__ In a paragraph students are to complete the questions on the last slide of the presentation.

= 27/2/2012 =

Today's Syllabus Dot Point:

 * **P erform a first-hand investigation to demonstrate the difference between osmosis and diffusion **
 * Students to read through practical as a class.
 * In small groups are to complete practical activity and fill in the worksheet provided.
 * Collect workbooks.

= 28/2/2012 =

Today's Syllabus Dot Point:

 * **Perform a first-hand investigation to demonstrate the effect of surface area to volume ratio on rate of diffusion**
 * Students to complete the SA:V practical.

= 29/2/2012 =

Todays Syllabus Dot Point:

 * **Explain how the surface area to volume ratio affects the rate of movement of substances into and out of cells **

> > > **Discuss with students:**
 * Students to view the following presentation and discuss as a class.
 * **The importance of application and participation and bookwork completion.**
 * The SUP Letter and what it looks like
 * Refresh Rules

= 2/3/2012 =

Todays Syllabus Dot Point:

 * **Explain how the surface area to volume ratio affects the rate of movement of substances into and out of cells **
 * Continued on from last lesson.


 * __//Learning Prep://__** Students to create a study card of the SA:V and how it is calculated.

= 5/3/2012 =

Today's Syllabus Dot Point:
**__//Learning Prep://__** Students to complete the chemical work booklet and stick into workbook.
 * **Identify the major substances found in living cells and their uses in cell activities.**
 * Students to place syllabus dot point in book.
 * Using page 85 of the text students to complete the following lightning writing task.
 * Why is Carbon so important to the cell?
 * Sub-Heading Chemicals in cells:
 * Students to write the following into workbook:
 * All the material bounded by the cell membrane is called the protoplasm. Approximately 65% of protoplasm is water. Organic molecules exist in this protoplasm as droplets or pieces suspended within the watery contents.
 * Monomers vs Polymers
 * Define each
 * Draw diagram of each.
 * Why are chemicals in cells so important?
 * Brainstorm statement into workbook.
 * Students to draw and summarise the following table into their workbook.

= 6/3/2012 =

Today's Syllabus Dot Point.

 * **plan, choose equipment or resources and perform a first-hand investigation to gather information and use available evidence to identify the following substances in tissues: ****glucose, **** starch, ****lipids, ****proteins, **** chloride ions, ****<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> lignin **
 * Recap last lesson
 * Check l/p
 * Mark and Record
 * Students to complete practical activity:
 * Part 1: Establishing a control (place in a table)
 * ~  ||~ Control variables ||~   ||
 * = Chemical ||= Test ||= Result/Observation ||
 * = Glucose ||= Place the dipstick into the glucose solution and record your result. ||=  ||
 * = Starch ||= Place the iodine into the starch solution and record your result ||=  ||
 * = Lipids ||= Place the olive oil onto the brown paper and record your result (be careful it stains) ||=  ||
 * = Proteins ||=  ||=   ||
 * = Chloride Ions ||=  ||=   ||
 * = Lignin ||=  ||=   ||


 * Testing various food samples (place in a table)


 * Compete test for each food source.
 * __//Learning Prep://__** Complete full practical write up using the assessment scaffold.

= 7/3/2012 =
 * Before starting any new work students are to highlight and annotate syllabus dot point worksheet.
 * Students then to stick in new syllabus sheet.

Todays Syllabus Dot Points:

 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Identify some examples that demonstrate the structural and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">functional relationships between cells, tissues, organs and organ systems in multicellular organism s **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students are to complete the following table into their workbook Leave the plant example column blank.


 * **Organisation Level** ||  **Definition**  ||  **Examples in plants**  ||  **Examples in animals**  ||
 * Cell ||  ||   ||   ||
 * Tissue ||  ||   ||   ||
 * Organ ||  ||   ||   ||
 * Organ System ||  ||   ||   ||
 * **__//Learning Prep://__**Using the internet students are to research each of part of the plant listed create a table to describe their function.
 * Root, Stem, Axillary bud, Leaf, Flower, Apical Bud, Photosynthetic tissue, Vascular tissue, Mesophyll tissue, Guard cells, Epidermal cells, Palisade mesophyll cells, Spongy mesophyll cells.

= 12/3/12 =

Today's Syllabus Dot Points

 * **Distinguish between autotrophs and heterotrophs in terms of nutrient requirements**
 * Students to define the term autotroph and heterotroph. (p85 of text)
 * What differentiates an autotroph and heterotroph?
 * Provide examples of each.
 * **Identify the general word equation for photosynthesis and outline this as a summary of a chain of biochemical reactions.**
 * **Identify the materials required for photosynthesis and its role in ecosystems**
 * Heading in book: Photosynthesis and respiration:
 * Use page 92 of the text to write the word equation for photosynthesis.
 * Compare photosynthesis to respiration.
 * Photosynthesis = Making Glucose (energy) __//Light Reaction//__ **vs** Respiration = Using Glucose (energy) __//Dark Reaction//__
 * **Explain the relationship between the organisation of the structures used to obtain water and minerals in a range of plants and the need to increase the surface area available for absorption.**
 * Class discussion: SA:V.
 * **Explain the relationship between the shape of leaves and distribution of tissues in the and their role.**
 * Class Discussion: Size of leaf and available light and water. **Indoor vs Outdoor plants**.


 * __//Learning Prep://__** Students to complete dot point page. Don't stick in. Have ready for marking on Wednesday 14/3

= 14/3/2012 =

Today's Syllabus Dot Point:

 * **Describe the role of teeth in increasing the surface area of foods for exposure to digestive chemicals.**
 * Students to raw and label the following diagram into their workbook.
 * Class Discussion: Distribution of teeth among carnivores and herbivores
 * What role to these teeth play in mechanically changing the surface area for digestion?


 * __//Learning Prep://__**
 * Part 1: In 150 words or less: Describe the importance of increased surface area in digestion.
 * Part 2: Use the photosynthesis summary provided and the textbook to complete the following questions:

= 16/3/2012 =

Today's Syllabus Dot Point: (relief lesson)

 * **Explain the relationship between the length and overall complexity of digestive systems of a vertebrate herbivore and a vertebrate carnivore with respect to:**
 * **The chemical composition of their food**
 * **The functions of the structures involved**
 * Define the following: Herbivore, Carnivore, Stomach, Small intestine, Large intestine, Ruminants, Caceum.
 * Read pages 97-100 of the text
 * Students to complete table provided and glue into workbook.

= 19/3/2012 =

Today's Syllabus Dot Point:

 * **Explain the relationship between the length and overall complexity of digestive systems of a vertebrate herbivore and a vertebrate carnivore with respect to:**
 * **The chemical composition of their food**
 * **The functions of the structures involved**
 * Recap last lesson
 * Discuss SST's and Table

Students to complete research activity.
 * Students to research the digestive system of a cow and compare it to the digestive system of a dog.
 * Provide a diagram of each and place on the Wiki.
 * Compare each diagram.
 * __//Learning Prep://__**

= 20/3/2012 =

Today's Syllabus Dot Point:

 * **Perform a first hand investigation of the movement of materials in xylem and phloem**
 * **Use available evidence to perform a first-hand investigation and gather first-hand data to identify and describe factors that affect the rate of transpiration.**
 * Students to complete celery practical activity.
 * Aim:
 * **Part 1:** To observe how materials move in plants.
 * **Part 2:** To find out what factors affect the rate of transpiration.
 * Hypothesis:
 * Equipment:
 * Method:
 * 1) Collect all equipment
 * 2) Measure 150mL of tap water and place into a gas jar.
 * 3) Place 5 drops blue die into the gas jar.
 * 4) Using scissors or a scalpel cut the end off a celery stick at a 45 degree angle.
 * 5) Place the celery stick into the gas jar.
 * 6) As soon as the celery stick is added to the gas jar place the oil provided into the gas jar to seal the water from evaporating.
 * 7) Measure and record the height of the water and time of recording.
 * 8) Place the gas jar and celery in different environments for 24 hours and record the results.
 * 9) Pack all equipment.
 * As a class we will complete a practical write up to model how it should be done.
 * **Perform a first hand investigation to demonstrate the relationship between surface area and rate of reaction.**
 * Class Discussion: SA:V and Potato/ Iodine practical activity.

= 23/3/2012 =

Today's Syllabus Dot Point:

 * **Plan, choose equipment or resources and perform first-hand investigations to gather information and use available evidence to demonstrate the need for chlorophyll and light in photosynthesis.**
 * Students to complete practical activity page 144 and 145 of the textbook.
 * //__Learning Prep:__//** Students to complete practical questions 1, 2 and 3 on page 144 and 145 of the textbook.

= 26/3/2012 = Today's Agenda =
 * **Using the Celery Stalks students to measure the rates of transpiration and complete practical write up.**
 * **Students will be given their AT1 back and results will be discussed.**
 * //__Learning Prep:__//** Students to read their assessment task and write a paragraph that describes the areas in which they need to improve for the next assessment. This MUST include strategies that will help them do this. DID THEY ACHIEVE THEIR GOAL?

= = 27/3/2012 =

Today's Syllabus Dot Point.
>> Class Discussion: Transport systems and their jobs.
 * **Compare the roles of respiratory, circulatory and excretory systems.**
 * == NEW MODULE: ==
 * Using a Triple Venn diagram Students to compare the three systems of the body.
 * Respiratory
 * Circulatory
 * Excretory
 * __//Learning Prep://__**
 * 1) Students to complete Venn Diagram.
 * 2) Explain how these systems work together to maintain a balance of nutrients in the body.

= **28/3/2012** =

**Today's Syllabus Dot Point.**

 * **Identify and compare the gaseous exchange surfaces in an insect, a fish, a frog and a mammal.**
 * Using pages 103, 104 and 105 of the text and the images below students are to complete the following table.[[image:Fish_Respiration.png]]
 * [[image:fish.jpg]].[[image:Insect_Respiration.png]][[image:Frog_Respiration.png width="432" height="325"]]
 * __//Learning Prep://__** Students to complete table.

= 30/3/2012 =

Today's Syllabus Dot Point:

 * **Explain the relationship between the requirements of cells and the need for transport systems in multicellular organisms.**
 * Students to use the public transport system analogy to help them understand how the body gets nutrients to its cells.
 * The first and last step always involves walking which can be compared to diffusion.
 * **Outline the transport system in plants, including: Root hair cells, Xylem, Phloem, Stomates and Lenticels**
 * **Compare open and closed circulatory systems using one vertebrate and one anthropod as an example.**
 * Students to read, highlight and create a summary of the worksheet provided.
 * Answer questions on the worksheet as you go.


 * __//Learning Prep://__** Students to highlight and annotate syllabus worksheet in their workbook and complete worksheet questions.

= 2/4/2012 =

Today's Syllabus Dot Point:

 * **Use available sources to discuss using examples, the role of technologies, such as the use of radioisotopes in tracing the path of elements through living plants and animals.**
 * Class discussion: Radioisotopes and they relationship with the transport system.
 * Students to define radioisotope and discuss.
 * How can they be used with transport systems?
 * Using the internet students to research how radioisotopes are used in medical practices and answer the following questions on their WIki Page.
 * // 1. What are radioisotopes used for in medicine? //
 * // 2. Provide 3 examples of a radioisotope and list where it is used. //
 * // 3. Choose one of your examples and describe the process. //
 * // 4. List the pros and cons of using radioisotopes in medicine. //


 * //__Learning Prep:__//** Students to complete research activity and create a study card of the module just completed.

= 3/4/2012 = = NEW MODULE: THE PROCESSES INVOLVED IN AN ORGANISM'S GROWTH AND REPAIR. =
 * Students to stick in syllabus strip.

Today's Syllabus Dot Point:

 * **Background information:**
 * What happens to a cell when its surface area gets larger?
 * What does this mean in terms of its ability to diffuse nutrients and excrete waste?
 * What will happen to the cell if it cannot diffuse and excrete?
 * **Identify Mitosis as a process of nuclear division and explain its role.**
 * What are the stages of mitosis?
 * Interphase
 * Prophase
 * Metaphase
 * Anaphase
 * Telophase
 * Cytokinesis
 * Students to watch the following videos and stick in worksheet.
 * **Identify the sites of mitosis in plants, insects and mammals.**
 * Where does mitosis happen?
 * Using the following worksheet students to read, highlight and complete questions.
 * **Perform a first hand investigation using a microscope to gather information from prepared slides to describe the sequence of changes in the nucleus of plant or animal cells undergoing mitosis.**
 * Using micro slides students to describe what happens at each stage of mitosis.
 * **Explain the need for cytokinesis in cell division.**
 * From the videos that we have just watched students to answer the following.
 * What is cytokinesis?
 * What does it do that is important?
 * Why do we need it in cell division?
 * **Identify that the nuclei, mitochondria and chloroplasts contain DNA.**
 * Students to stick in information sheet.
 * Highlight and extract key points
 * Identify the organelles in a cell that contain DNA.

= 24/4/12 =
 * NEW SEATING PLAN
 * Students to complete revision activity of the PATTERNS IN NATURE UNIT and benchmark quiz.