CoRe+Table

= CoRe (Content Representation) Table of Big Ideas - linked to VCE curriculum = The synthesis, structure and function of biomacromolecules that form the cells  || **Big Idea 2:**  Genes code for an organism's proteome  || **Big Idea 3:** Plasma membranes regulate what can enter and leave cells || **Big Idea 4:** Enzymes speed up chemical reactions || **Big Idea 5:** Cells require energy.  || **Big Idea 6:** Molecular Biology and Biotechnology advance medicine || respiration; ATP-ADP cycle; factors affecting rate of energy transformations; || Applications of molecular bioloogy || to learn about this idea ** || The stucture and function of the three main types of macromolecules: polysaccharides, fats and proteins.
 *   || **Big Idea 1:**
 * **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 || 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;"> || <span style="font-family: Arial,Helvetica,sans-serif;">The role of organelles and plasma membranes in the packaging and transport of biomolecules.<span style="font-family: Arial,Helvetica,sans-serif;">  || <span style="font-family: Arial,Helvetica,sans-serif;">The nature of biochemical processes: enzymes as organic catalysts. || <span style="font-family: Arial,Helvetica,sans-serif;">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
 * **<span style="font-family: Arial,Helvetica,sans-serif;">What you intend the students

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

Chemical process which from polysaccharides

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
 * Fats/Lipids**

Chemical process which from fats

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)
 * Proteins**

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

Protein synthesis - DNA-RNA-Protein<span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">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;">Plasma membrane composition consists of phospholipid molecules, proteins, carbohydrates and cholesterol

Movement across membranes (eg. diffusion, facilitated diffusion, osmosis and active transport) || <span style="font-family: Arial,Helvetica,sans-serif;">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;">Overall Balanced equations for respiration and photosynthesis. 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. || <span style="font-family: Arial,Helvetica,sans-serif;"> || 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)**<span style="font-family: Arial,Helvetica,sans-serif;"> || <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;">molecular level structure and action of DNA and RNA nucleotide sequencing for aminoacids DNAreplication, 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;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">The finer details of cellular respiration. The exact structure of ATP/ADP || <span style="font-family: Arial,Helvetica,sans-serif;"> || this idea**<span style="font-family: Arial,Helvetica,sans-serif;"> || <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;">Student engagement with something not visible to the naked eye.The reality o f existance of molecular and atomic level strands of specific commands in time nd 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 aminoacids. || <span style="font-family: Arial,Helvetica,sans-serif;">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**<span style="font-family: Arial,Helvetica,sans-serif;"> || <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;">  || <span style="font-family: Arial,Helvetica,sans-serif;">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;"> || <span style="font-family: Arial,Helvetica,sans-serif;">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;">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

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;">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;">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)<span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">Microscopy based practical invesgtigations 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;">Microscopy Visual aids and multimedia presentations Prac 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;">Microscopy
 * <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;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">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;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">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;"> ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Other factors that influence your teaching this idea<span style="font-family: Arial,Helvetica,sans-serif;"> ** || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">Availabilty and access to current informations and other resources || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">The text books are more detailed than the exam historically calls for. || <span style="font-family: Arial,Helvetica,sans-serif;"> ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching procedures (and particular reasons for

Prac based Investigations || <span style="font-family: Arial,Helvetica,sans-serif;">Practical experiment to test the effect of enzymes on chemical reactions. || <span style="font-family: Arial,Helvetica,sans-serif;">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) <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">Group (open) discussion Ongoing revision with a variety of methods – eg quizzes, mini tests, workbook questions, homework sheets, open questions sessions, one on one tutorials if required.<span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">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;">Concept map building
 * Specific ways of ascertaining students' understanding

Group work || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">SACs and practice exams. || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">