ࡱ> '` pbjbjLULU .?.?gZ,,,, dA\<\<\<@=P>DK)@nAAAAABBB???????$BhD~?*B?,,AAx?>,RAA??-~"1AA 0or\<A/81 ?0)@/}E_l}Ep1}E10BrT\SBBB??BBB)@KKKćiKKKdhD ,,,,,,  Welcome to Year 12 Biology, 2011. This course includes  How to design and carry out an individual practical experiment at Level 2 How to research and write up interactions between humans and biology Evolution through genetic variation and change Ecology through studying ecosystems and their populations and communities Diversity in animal structure and function Diversity in plant structure and function The basic units of life through cell structure and function The focus of this course is to give you a high level, broad understanding of biology ideas and explanations. Assessments are secondary to this. However, you are expected to be working at an appropriate level.  Assessment and reassessment All assessment is during the school year and is at NCEA Level 2. There will be four internal assessments during the year. Table 1 has more detailed information on the topics we will cover and assessments. There will be no reassessment opportunities and only one resubmission opportunity for any internal assessments. There will be clear signposts to your Whanau teacher, Dean and parents if you are not working at an appropriate level. You are expected to be working at a level considered appropriate by the teacher and that has been negotiated with your Dean and parents. The final examination in November assesses the external standards. Rules and Regulations There are some very specific rules about assessments. Please refer to your NCEA handout, particularly about the ownership of work and plagiarism. Stationary Year 12 Biology Student Workbook to be purchased through school. A 20+ page clearfile and refill to use for laboratory work and research. Field Trips There is one field trip to Tautuku Outdoor Education Centre in the Catlins from Wednesday 23th June to Friday 25th June (Term 2). This trip is essential for collecting data for one of the internal achievement standards which will be completed during the trip. You must make sure you can attend. Cost is approximately $90 and more information will be handed out closer to the time. Anyone unable to attend must inform the teacher by the end of Term 1 or they will be expected to pay the full amount. Homework Homework will be assigned when appropriate and you will be expected to complete it on time. It is also expected that you revise work covered during class on a daily basis this is essential for getting on top of content for the external assessments. Tutorials Ask for them when you want them. Laboratory work Some practical work is assessed. All practical work is to be attempted. Be safe in the lab: follow and learn all the rules set down. In case of an emergency, listen to your teacher: they know what they are doing. Prerequisites for NCEA Level 3 Biology In order to continue with Biology at NCEA Level 3 you must have the following NCEA Level 2 Standards at Achievement Level: AS 90459 (2.3) Describe genetic variation and change AS 90464 (2.8) Describe cell structure and function PLUS another 6 credits from within the course  Calendar  Approx. Time (weeks)Standard NumberDescriptionCreditsInternal/ ExternalTERM 182.8 90464Cell structure and function - cellular components, cell processes and factors that affect them, reasons for similarities and differences between cells3E22.1 90457Practical biological investigation focus on cell biology3ITERM 252.5 90461Ecology content for internal assessments3E22.4 90460Investigate an interrelationship or pattern in a population or community - rocky shore study at Oyster Bay, Catlins3I22.2 90769Research an interaction between humans and biology - impact of human activity on our environment3ITERM 352.3 90459Genetic variation and change - genetic biodiversity, mutations, inheritance patterns, natural selection, migration, genetic drift, founder and bottleneck effect3E22.6 90462Diversity in Animals difference in structure and function of circulatory systems3E1School exam week3US 8926Diversity in Plants difference in structure and function of reproductive systems3ITERM 4Year Review----Total Credits available24 Relevant Achievement Standards Subject ReferenceBiology 2.8TitleDescribe cell structure and functionLevel2Credits3AssessmentExternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves describing cell structure and function. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceDescribe cell structure and function.Explain cell structure and function.Discuss cell structure and function. Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, p. 7, biological skills and pp. 20-26, achievement objective 7.1(c). Cells will include: plant cells, animal cells, and unicellular organisms. Cell structure and function will include: cellular components and organelles: cell wall, cell membrane, cytoplasm, nuclear membrane, nucleus, chromosomes, mitochondria, chloroplast, centriole, cilia, flagellum, vacuole, contractile vacuole, ribosome, endoplasmic reticulum, lysosome, golgi body, eye spot; cell processes: movement of materials: diffusion, osmosis, active transport, secretion cell respiration and photosynthesis as they relate to the overall functioning of the cell (detail of the stages in the processes is not required) enzyme activity and DNA replication; factors that affect cell structures and processes; reasons for similarities and differences between cells such as size, shape, relative numbers of organelles present, size of organelle (eg vacuole, cell membrane), internal structure. Terms: Describe requires the student to define, give characteristics of, or an account of. Explain requires the student to provide a reason as to how or why something occurs. Discuss requires the student to show understanding by linking biological ideas. It may involve justifying, relating, evaluating, comparing and contrasting, or analysing. Subject ReferenceBiology 2.1TitleCarry out a practical biological investigation with supervisionLevel2Credits3AssessmentInternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves carrying out a practical biological investigation, with supervision, by planning the investigation, collecting and processing the data, and interpreting and reporting the findings. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceCarry out a practical biological investigation.Carry out a quality practical biological investigation.Carry out and evaluate a quality practical biological investigation. Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, p. 38, Developing Scientific Investigative Skills and Attitudes in Biology. Procedures outlined in Safety and Science: a Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 2000, should be followed. Investigations should comply with the Animal Welfare Act 1999, as outlined in Caring for Animals: a Guide for Teachers, Early Childhood Educators, and Students, Learning Media, Ministry of Education, 1999. Investigations will be based on situations arising from content at level 7 of Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, pp. 20-26. An investigation is an activity covering the complete process: to plan, carry out, process and interpret data, and report on the investigation. It will involve students in the collection of primary data. It is expected that students will have opportunity to make changes to their initial method as they work through the investigation. The nature of the investigation could be the manipulation of variables (fair test) or the investigation of a pattern or relationship. With supervision means the teacher gives students guidelines for the investigation such as the context for the investigation, instructions giving the requirements for a quality investigation, and broad experimental conditions such as the availability of equipment or chemicals. It may also involve discussion with individual students in order to clarify their ideas. Students then develop and complete the investigation from the initial guidelines given by the teacher. A practical biological investigation will involve a statement of the purpose this may be an aim, testable question, prediction, or hypothesis based on a scientific idea a method that describes: for a fair test: the independent variable and its range, the measurement of the dependent variable and the control of some other key variables or pattern seeking: the data that will be collected, range of data/samples, and consideration of some other key factors collecting, recording and processing data relevant to the purpose interpreting and reporting on the findings with a conclusion reached based on the processed data in relation to the purpose of the investigation. A quality practical biological investigation enables a valid conclusion to be reached. This would normally involve a statement of the purpose this may be an aim, testable question, prediction or hypothesis based on a scientific idea a method that describes: for a fair test: a valid range for the independent variable, the valid measurement of the dependent variable and the control of other variables, with consideration of factors such as sampling bias and sources of errors for pattern seeking: a valid collection of data with consideration of factors such as sampling bias and sources of errors. collecting, recording and processing data to enable a trend or pattern (or absence) to be determined interpreting and reporting on the findings with a valid conclusion reached based on the processed data in relation to the purpose of the investigation a discussion of the biological ideas relating to the investigation. Evaluate means to justify the conclusion in terms of the method used. This will involve, where relevant, consideration of the: reliability of the data validity of the method. Subject ReferenceBiology 2.5TitleDescribe concepts and processes relating to ecologyLevel2Credits3AssessmentExternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves describing biological concepts and processes relating to ecology. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceDescribe biological concepts and processes relating to ecology.Explain biological concepts and processes relating to ecology.Discuss biological concepts and processes relating to ecology. Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, pp. 20-26, achievement objectives 7.1(a) and 7.3(a). Biological concepts and processes will be selected from: adaptations, ecological niche population growth, survivorship, age structure succession, zonation, stratification interrelationships, competition, exploitation flow of energy, nutrient cycling effect of environmental change on biodiversity. Terms: Describe requires the student to define, give characteristics of, or an account of. Explain requires the student to provide a reason as to how or why something occurs. Discuss requires the student to show understanding by linking biological ideas. It may involve justifying, relating, evaluating, comparing and contrasting, or analysing.  Subject ReferenceBiology 2.2TitleResearch the interaction between humans and an aspect of biologyLevel2Credits3AssessmentInternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves researching the impact of human activities on an ecosystem or researching how an applied biology technique is used to meet a human need or demand. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceResearch and describe the interaction between humans and an aspect of biology.Research and explain the interaction between humans and an aspect of biology.Research and discuss the interaction between humans and an aspect of biology. Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, pp. 20-26, achievement objective 7.3(a)and 7.3(b). In research, the student collects data from secondary sources. Some use of primary sources, eg through interviews, is acceptable. It is expected that students will carry out their own research and reference their material. Interaction between humans and an aspect of biology could be selected from either: the impact of a human activity on an ecosystem. The impact of human activities needs to be considered in relation to the biology of the ecosystem and/or the organisms; or the use of an applied biology technique. The use of an applied biology technique needs to be considered in relation to the human need or demand and the biological concepts and processes used in the technique. The results of the research could be presented as a written report, newspaper article, seminar, video, web page, or power point presentation. Terms: Describe requires the student to define, give characteristics of, or an account of. Explain requires the student to provide a reason as to how or why something occurs. Discuss requires the student to show understanding by linking several biological ideas. It may involve justifying, relating, evaluating, comparing and contrasting, or analysing. Subject ReferenceBiology 2.4TitleInvestigate an interrelationship or pattern in an ecological population or communityLevel2Credits3AssessmentInternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves the collection and recording of field data from an ecological population or community, the processing of this field data, and the description of an interrelationship or pattern shown in the data. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceRecord and process sufficient field data to show an interrelationship or pattern.Appropriately record and process sufficient field data to show an interrelationship or pattern.Appropriately record and process sufficient field data to show an interrelationship or pattern.Describe an interrelationship or pattern with reference to an environmental factor or the biology of an organism.Explain an interrelationship or pattern with reference to an environmental factor or the biology of an organism.Discuss an interrelationship or pattern with reference to an environmental factor and the biology of an organism.  Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, pp. 20-26, achievement objective 7.1(a). This investigation is to be carried out with supervision and must involve the student in the collection of primary data. A community interrelationship or pattern could include: succession, zonation, stratification, distribution of different species, competition, predation, parasitism, or mutualism. A population interrelationship or pattern could include: age structure, density, distribution of a species, habitat preference, adaptations or intra-specific competition. If a community interrelationship or pattern is being investigated, students are required to provide detail on only one species from the community in their description, explanation, or discussion. Appropriate recording involves including the field data itself with all the information that allows the field data to be used or the investigation to be repeated by another person. The information with the field data could include the location of sample sites in a stream transect, areas where samples are taken in a distribution study, or where measurements of size are taken in an age structure, or quadrat size in a density study. Appropriate processing of field data means showing accuracy using a processing method that is suitable for the type of field data, and clearly showing the relationship or pattern. Suitable formats for showing the relationship or pattern could be a kite diagram, a bar graph, a pie chart, a profile diagram, or a table. Only one format is required to show an interrelationship or pattern. Biology of the organism refers to any adaptation of an organism that relates to the interrelationship or pattern being investigated. Terms: Describe requires the student to recognise, name, draw, give characteristics of, or an account of. Explain requires the student to provide a reason as to how or why something occurs. Discuss requires the student to show understanding of links between environmental factors, the biology of the organism, and the interrelationship or pattern shown in the data. It may involve justifying, relating, comparing and contrasting, or analysing. Subject ReferenceBiology 2.3TitleDescribe genetic variation and changeLevel2Credits3AssessmentExternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves describing biological concepts and processes that relate to genetic variation and change. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceDescribe biological concepts and processes that relate to genetic variation and change.Explain biological concepts and processes that relate to genetic variation and change.Discuss biological concepts and processes that relate to genetic variation and change. Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, pp. 20-26, achievement objective 7.2. Biological concepts and processes relating to genetic variation will be selected from: genetic biodiversity - allele frequencies, gene pools mutations as a source of variation independent assortment, segregation, and recombination during meiosis dihybrid inheritance. Biological concepts and processes relating to genetic change, ie where the gene pool is affected, will be selected from: natural selection migration mutation genetic drift founder effect bottleneck effect. Terms: Describe requires the student to define, give characteristics of, or an account of. Explain requires the student to provide a reason as to how or why something occurs. Discuss requires the student to show understanding by linking biological ideas. It may involve justifying, relating, evaluating, comparing and contrasting, or analysing. Subject ReferenceBiology 2.6TitleDescribe diversity in the structure and function of animalsLevel2Credits3AssessmentExternalSubfieldScienceDomainBiologyRegistration date26 November 2004Date version published26 November 2004 This achievement standard involves describing diversity in aspects of the structure and function of multi-cellular animals in relation to a biological process. Achievement Criteria AchievementAchievement with MeritAchievement with ExcellenceDescribe diversity in the structure and function of animals in relation to a biological process.Explain diversity in the structure and function of animals in relation to a biological process.Discuss diversity in the structure and function of animals in relation to a biological process. Explanatory Notes This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, pp. 20-26, achievement objective 7.1(b). Students are expected to demonstrate understanding of diversity in structure and function over three taxonomic or functional groups of multi-cellular animals. A biological process will be one of: internal transport gas exchange nutrition excretion support and movement sensitivity and co-ordination reproduction. Terms: Describe requires the student to define, name, draw annotated diagrams, give characteristics of, or an account of. Explain requires the student to provide a reason as to how or why something occurs. Discuss requires the student to show understanding by linking several biological ideas in relation to the animal groups. It may involve justifying, relating, evaluating, comparing and contrasting, or analysing. BIOLOGY US 8926 Investigate Diversity in Plants level: 2 credit: 3 special notes: 1 This unit standard can be used to award credit for the achievement of learning outcomes consistent with - Ministry of Education, Biology in the New Zealand Curriculum (Wellington: Learning Media, 1994) achievement objective 7.1(b) investigate diversity in animals and plants by comparing aspects of their structure and function above the cellular level of organisation. 2 Biology in the New Zealand Curriculum gives examples of suitable activities for each element. 3 Structural and functional features of plants may be related to the biological processes of nutrition, gas exchange, excretion, transport, sensitivity and co-ordination, support and movement, reproduction, growth, and development. 4 Groups used for comparison should be chosen to show a diversity in characteristics relating to the same process and could be taxonomical, functional, or other. Elements and Performance Criteria element 1 Carry out a practical investigation to compare the structure or function of features associated with a biological process in plants. Range: individuals from at least two different plant groups. performance criteria 1.1 Information obtained provides a comparison between features associated with a biological process. 1.2 The differences in features are explained in relation to the structure or function of the feature associated with the biological process. element 2 Explain diversity in features relating to a biological process in plants. Range: individuals from at least three different plant groups. performance criteria Diversity in features is explained in terms of the organisms way of life. YEAR 12 KEY WORDS GLOSSARY Cell Biology Core Vocabulary Activation Energy Active Site Active Transport Adenine ADP Aerobic Amoeba Anaerobic ATP Catalyst Cell Membrane Cell Wall Cellular Respiration Cellulose Centriole Chlamydomonas Chloroplast Cilia Co-EnzymeCo-Factor Concentration Gradient Cristae Cytoplasm Cytosine Denatured Diffusion DNA Double Helix Endoplasmic Reticulum Enzyme Euglena Eye Spot Fermentation Flaccid Flagellum Glycolysis Golgi Apparatus Grana GuanineInduced Fit Model Ion Exchange Pump Lactic Acid Lamellae Light Dependent Reaction Light Independent Reaction Lipid Bilayer Lock And Key Theory Lysosome Matrix Mitochondria Nuclear Membrane Nucleolus Nucleotide Nucleus Organelles Osmoregulation Osmosis ParameciumPassive Transport Phagocytosis Photosynthesis Pinocytosis Plasmolysis Protist Ribosome Secretion Semi-Permeable Membrane Somatic Cell Stroma Substrate Surface Area : Volume Ratio Thymine Turgor Unicellular Organism Uracil Vacuole Vesicle Supplementary Vocabulary Acetyl Coenzyme A Electron Transport Chain Enzyme Inhibitor EukaryoticExcretion Krebs Cycle Metal Ions MicronutrientsNucleic Acids Prokaryotic Pyruvate RNATrace Elements Vitamins  Ecology Core Vocabulary Abiotic Adaptation Age Structure Biotic Carnivore Community Competition Consumer Decomposer Density Distribution Ecosystem Habitat Herbivore Indirect Sample Interspecific Intraspecific Kite Diagram Limiting Factor Mark & Recapture Microclimate Mortality Mutualism Natality Niche Omnivore Parasitism Population Predation Producer Quadrat Scavenger Species Stratification Succession Supplementary Survivorship Tolerance Transect Trophic level Zonation  Evolution Prior Vocabulary Allele GeneGenotype MeiosisMitosis MutationPhenotype Variation Core Vocabulary Adaptation Allele frequency Bottle neck effect Directional selection Disruptive selection EvolutionFounder effect Gene pool Gene flow Gene frequency Genetic drift Genetic equilibriumImmigration Independent assortment Mate selection Natural selection Population RecombinationSelection pressure Speciation Species Stabilising selection Supplementary Vocabulary Artificial selection BiogeographyComparative anatomy Comparative embryologyFossil Molecular biologyPentadactyl limb Vestigial organs Genetics and Variation Prior Vocabulary adenine allele cytosine DNA dominant double helix gene genotype guanine heterozygous homozygous meiosis mitosis monohybrid phenotype recessive sex chromosome test cross thymine Core Vocabulary autosome centromere chiasma chromatid chromosome crossing over dihybrid diploid gametic germ haploid / monoploid heritable variation homologous pair independent assortment locus mutation nucleotide recombination semi-conservative somatic Supplementary Vocabulary chromosome mutation deletion duplication gene mutation genome insertion mutagen substitution translocation Animal Transport Systems Core Arteries Atrium Capillaries Closed circulatory system Diffusion Double circulatory system Haemocoel Haemolymph Haemoglobin Open circulatory system Ostia Plasma Platelets Red blood cells Single circulatory system Tubular sac-like heart Valves Vena Cava Veins Ventricle White Blood Cells  Aorta Erythrocytes Leucocytes Lymph Phagocytes Pulmonary Artery Pulmonary Vein Record of Achievement LEVEL 2 BIOLOGY Name:_______________________ Standard numberTitle of the assessmentAssessment type (I or E)Credits gained or test mark2.8Cell Biology: Unit Test Mock Exam2.3Genetics and Variation: Unit Test Mock Exam2.6Animal Diversity Unit Test Mock Exam2.5Ecology Unit Test Mock Exam2.1Science Investigation I2.2Research I2.4Patterns of Distribution IUSPlant Diversity ITotal Credits =   Mount Aspiring College Course Outline for Students Year 12 Biology; 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