Big+Ideas

CoRe (Content Representations) VCE Biology Unit 3 Area of Study 1: Molecules of Life ===Big Idea 1 : Biomacromolecules form cells Big Idea 2 : Genes code for an organism's proteome Big Idea 3 : Plasma membranes regulate what is allowed to enter and leave a cell Big Idea 4 : Enzymes speed up cellular reactions Big Idea 5 : Cells require energy Big Idea 6 : Molecular biology and biotechnology advance medicine ===

Big Idea 1: Biomacromolecules form cells - Learning Activities
 to learn about this idea || The stucture and function of the three main types of macromolecules: polysaccharides, fats and proteins.
 * VCE Study Design Key Knowledge dot points || //The chemical nature of the cell: //synthesis of biomacromolecules: polysaccharides, nucleic acids and proteins and the structure and function of lipids, DNA and RNA ||
 * What you intend the students

 __Polysaccharides:__  Structure related to functrion: 2 main functions - form support materials such as cellulose and chiton; form energy stores such as starch and glycogen.

 Chemical process which from polysaccharides

 __Fats/Lipids__  Structure related to function: triglycerides ( glycerol + fatty acids) to store fat in adipose tissue; phospholipids (phospate+glycerol+ fatty acids) used for support eg make up cell membrane

 Chemical process which from fats

 __Proteins__  Structure related to function: globular - soluable in aqueous environment of cells - metabolic functions; fibourous - structural support in muscles, bones, skin, hair; transport functions; catalyst functions (enzymes covered later)

 Chemical process which form proteins - amino acids, polypeptides, proteins

<span style="font-family: Arial,Helvetica,sans-serif;"> Protein synthesis - DNA-RNA-Protein || <span style="font-family: Arial,Helvetica,sans-serif;"> (that you do not intend students to know yet) || <span style="font-family: Arial,Helvetica,sans-serif;">As this is year 12 – the level of knowledge to be taught is high including complex chemical formulae and processes As a beginning teacher I will be using most of my knowledge on this area || <span style="font-family: Arial,Helvetica,sans-serif;"> this idea || <span style="font-family: Arial,Helvetica,sans-serif;">Complex processes resulting in macromolecule developement and use in cells are sometime difficult for students to grasp if they do not have a good foundation in chemistry. It is sometimes hard for students to grasp the concepts as they cannot see or experience the processes happening outside or inside cells in real life – the ideas are very theoretical || <span style="font-family: Arial,Helvetica,sans-serif;"> using these to engage with this idea) || <span style="font-family: Arial,Helvetica,sans-serif;">Microscopy
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why it is important for students to know this || <span style="font-family: Arial,Helvetica,sans-serif;">Having an understanding of the chemical nature of cell structures is important for an overall understanding of how life persists.Understanding the cells, the substances they are made up of, the substances they rpoduce and the way they functions helps us to understand the physiology of plants and animals, disease, heredity and evolution. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What else you know about this idea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties / limitations connected with teaching
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowledge about students' thinking which influences your teaching of this area ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for

<span style="font-family: Arial,Helvetica,sans-serif;"> Prac based Investigations

<span style="font-family: Arial,Helvetica,sans-serif;"> A lot of visual methods to help students map out complex chemical processes and link them to cell structures (organelles). Drawings, animations, models, practical exercises linked to formulas etc will assist with learning about these complex processes || <span style="font-family: Arial,Helvetica,sans-serif;"> or confusion around this idea (include likely range of responses) || <span style="font-family: Arial,Helvetica,sans-serif;">Group (open) discussion
 * <span style="font-family: Arial,Helvetica,sans-serif;">Specific ways of ascertaining students' understanding

<span style="font-family: Arial,Helvetica,sans-serif;"> Ongoing revision with a variety of methods – eg quizzes, mini tests, workbook questions, homework sheets, open questions sessions, one on one tutorials if required. ||

Big Idea 2: Genes code for an organism's proteome
<span style="font-family: Arial,Helvetica,sans-serif;"> to learn about this idea || The DNA structure and gene action on aminoacid synthesis and protein synthesis.role of RNAs in decoding the gene commands. What leads to the specific shape of the protein. How the shape of the protein enables specificity of function (eg Hormones, enzymes) || <span style="font-family: Arial,Helvetica,sans-serif;"> (that you do not intend students to know yet) || molecular level structure and action of DNA and RNA nucleotide sequencing for amino acids DNA replication, translation into mRNA templates and transcription. I intend students to have a basic knowledge of all these molecular processses which will motivate them to probe into further informations || <span style="font-family: Arial,Helvetica,sans-serif;"> this idea || Student engagement with something not visible to the naked eye.The reality of existence of molecular and atomic level strands of specific commands in time and space that are the documentation of life could be a confusing concept. In this topic I would use my personal experience in fish karyotype study to show how we can isolate and observe chromosomes under simple microscope and from there to the location of genes codones, genetic code proteones and amino acids || <span style="font-family: Arial,Helvetica,sans-serif;"> using these to engage with this idea) || Microscopy Visual aids and multimedia presentations  Practical based Investigations  Literature research and presentation  Visits to leading biotechnology labs(encouraging further higher education as well) || <span style="font-family: Arial,Helvetica,sans-serif;"> or confusion around this idea (include likely range of responses) || Group work  SAC  Written tests  Literature research and presentation  Concept mapping and preparing posters by students  Quizzes  Students preparing glossary of key terminologies  Student reflections on the subject and about their learning  Tutorial sessions ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">VCE Study Design Key Knowledge dot points || //The chemical nature of the cell:// the structure and function of DNA and RNA,the structure and functional diversity of proteins: the proteome ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What you intend the students
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why it is important for students to know this || Proteins are what life is all about.The way the informaions for overall molecular level life is encrypted in each cell in the form of DNA and gene nucleotides is the basis for the undrstanding of the cycle of life. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What else you know about this idea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties / limitations connected with teaching
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowledge about students' thinking which influences your teaching of this area || I would think of ways to simplify the informations depending upon the student feedback on how they receive the concepts and how much they can understand. This will formulate the techniques and methods of delivery of the idea ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea || Availabilty and access to current informations and other resources ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for
 * <span style="font-family: Arial,Helvetica,sans-serif;">Specific ways of ascertaining students' understanding

Big Idea 3: Plasma membranes regulate what is allowed to enter and leave a cell - <span style="font-family: Arial,Helvetica,sans-serif;">Learning Activities
<span style="font-family: Arial,Helvetica,sans-serif;"> to learn about this idea || Plasma membrane composition consists of phospholipid molecules, proteins, carbohydrates and cholesterol
 * <span style="font-family: Arial,Helvetica,sans-serif;">VCE Study Design Key Knowledge dot points || //The role of organelles and plasma membranes in the packaging and transport of biomolecules// ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What you intend the students

Movement across membranes (eg. diffusion, facilitated diffusion, osmosis and active transport) || <span style="font-family: Arial,Helvetica,sans-serif;"> (that you do not intend students to know yet) ||  || <span style="font-family: Arial,Helvetica,sans-serif;"> this idea || Models / drawings and diagrams of cells are idealized representations and that in reality the size of a cell and its contents are extremely small
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why it is important for students to know this || Plasma membranes are found in all living cells, both prokaryotic and eukaryotic. It is this membrane that provides the barrier for the cell and the outside world. Students need to have an understanding of how the membrane is constructed so that they can facilitate an understanding of how specific molecules are able to move through it. Movement across this plasma membrane is an important concept for students to grasp as this is how nutrients and other essential elements enter the cell and how waste materials leave the cell. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What else you know about this idea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties / limitations connected with teaching

Students' misinterpreting diagrams which can cause the development of alternative conceptions

Explaining and providing (in detail) the outlay of a cell can take quite a long time to develop

Trouble with students making connections at the cellular level. May be overcome through microscopy - but is still limited

Student engagement with something they cannot see || <span style="font-family: Arial,Helvetica,sans-serif;"> using these to engage with this idea) || Practical experiments that outline and demonstrate osmosis and diffusion to allow for visualisation of these processes to help concrete students understandings || <span style="font-family: Arial,Helvetica,sans-serif;"> or confusion around this idea (include likely range of responses) || Class discussions ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowledge about students' thinking which influences your teaching of this area ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for
 * <span style="font-family: Arial,Helvetica,sans-serif;">Specific ways of ascertaining students' understanding

Big Idea 4: Enzymes speed up reactions - Learning Activities
<span style="font-family: Arial,Helvetica,sans-serif;"> to learn about this idea || Enzymes are proteins with a specific shape that speed up chemical reactions by providing a site for the reaction to occur. A catalyst is a chemical involved in, but not changed by, a chemical reaction. Many enzymes function by lowering the activation energy required by reactions || <span style="font-family: Arial,Helvetica,sans-serif;"> (that you do not intend students to know yet) ||  || <span style="font-family: Arial,Helvetica,sans-serif;"> this idea || Misconceptions of enzymes as inorganic molecules used in washing powder. Students may not know that enzymes are proteins || <span style="font-family: Arial,Helvetica,sans-serif;"> using these to engage with this idea) || Practical experiment to test the effect of enzymes on chemical reactions || <span style="font-family: Arial,Helvetica,sans-serif;"> or confusion around this idea (include likely range of responses) ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">VCE Study Design Key Knowledge dot points || //The nature of biochemical processes://enzymes as organic catalysts. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What you intend the students
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why it is important for students to know this || Without enzymes, chemical reactions in living things would happen too slowly to support the diversity of life ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What else you know about this idea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties / limitations connected with teaching
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowledge about students' thinking which influences your teaching of this area ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for
 * <span style="font-family: Arial,Helvetica,sans-serif;">Specific ways of ascertaining students' understanding

Big Idea 5: Cells require energy - Learning Activities
<span style="font-family: Arial,Helvetica,sans-serif;"> to learn about this idea || Overall Balanced equations for respiration and photosynthesis.
 * <span style="font-family: Arial,Helvetica,sans-serif;">VCE Study Design Key Knowledge dot points || The nature of biochemical processes://energy requirements of cells; catabolic and anabolic reactions and energy transformations, including main stages in and sites of photosynthesis and cellular respiration; ATP-ADP cycle; factors affecting rate of energy transformations// ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What you intend the students

Three stages of cellular respiration: Glycolysis (takes place in the cytoplasm and does not require oxygen), Kreb's cycle and electron transport and where each takes place. (ie that Glycolysis takes place in the cytoplasm and does not require oxygen)

Light dependent (Splitting water to produce Hydrogen) and independent (Kelvin cycle creates glucose) stages of Photosynthesis.

How energy is stored in the phosphate bond of ATP || Gives an understanding of what can affect the effectiveness of energy transformations || <span style="font-family: Arial,Helvetica,sans-serif;"> (that you do not intend students to know yet) || The finer details of cellular respiration. The exact structure of ATP/ADP || <span style="font-family: Arial,Helvetica,sans-serif;"> this idea || Student's can feel overwhelmed by this topic due to it's complexity || <span style="font-family: Arial,Helvetica,sans-serif;"> using these to engage with this idea) || Two and three dimensional modeling and simulating the processes in a number of different ways to ensure understanding || <span style="font-family: Arial,Helvetica,sans-serif;"> or confusion around this idea (include likely range of responses) || SACs and practice exams ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why it is important for students to know this || Explains how living things use the energy of the sun to live and function in the world.
 * <span style="font-family: Arial,Helvetica,sans-serif;">What else you know about this idea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties / limitations connected with teaching
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowledge about students' thinking which influences your teaching of this area || Having an understanding of the likely questions in the exam based on previous exams and reassuring students that they will know the right things in the right way. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea || The text books are more detailed than the exam historically calls for ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for
 * <span style="font-family: Arial,Helvetica,sans-serif;">Specific ways of ascertaining students' understanding

Big Idea 6: Molecular biology and Biotechnology advance medicine
<span style="font-family: Arial,Helvetica,sans-serif;"> to learn about this idea ||  || <span style="font-family: Arial,Helvetica,sans-serif;"> (that you do not intend students to know yet) ||  || <span style="font-family: Arial,Helvetica,sans-serif;"> this idea ||  || <span style="font-family: Arial,Helvetica,sans-serif;"> using these to engage with this idea) ||  || <span style="font-family: Arial,Helvetica,sans-serif;"> or confusion around this idea (include likely range of responses) ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">VCE Study Design Key Knowledge dot points || //Applications of molecular biology in medicine including the design of drugs and in medical diagnosis// ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What you intend the students
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why it is important for students to know this ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">What else you know about this idea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulties / limitations connected with teaching
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowledge about students' thinking which influences your teaching of this area ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for
 * <span style="font-family: Arial,Helvetica,sans-serif;">Specific ways of ascertaining students' understanding