PRELIMINARY PROGRAMME - PATTERNS IN NATURE
40 Indicative Hours
OUTCOMES
P1
P9
P13
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P1
P3
P6
P11
P13
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P11
P12
P13
P14
P15
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SYLLABUS MAPPING
STUDENTS LEARN TO:
STUDENTS:
13.1
recall that diffusion involves random movement of particles
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Selecting and using appropriate text types or
recall that word equations can be used to describe a range of
combinations thereof, for oral and written
recall that systems in multicellular organisms supply the
presentations.
needs of cells.
recall the role of cell division in growth, repair and
reproduction in multicellular organisms.
recall that information is transferred as DNA on
chromosomes when cells reproduce.
recall that genes consist of DNA
identify that mitochondria and chloroplasts also contain DNA.
recall that most multicellular organisms have specialised
cells, tissues, organs and systems that carry out particular
functions.
recall that tissues, organs and organ systems in luticellular
organisms consist of different types of cells.
outline the historical development of the cell theory, in
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Use available evidence to assess the impact of
particular, the contributions of Robert Hooke and Robert
technology, including the development of the
Brown.
microscope on the development of the cell
theory.
describe evidence to support the cell theory.
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perform a first-hand investigation to gather firstdiscuss the significance of technological advances to
hand information using a light microscope to
developments in the cell theory.
observe cells in plants and animals and identify
identify cell organelles seen with current light and electron
nucleus, cytoplasm, cell wall, chloroplast and
microscopes
vacuoles.
describe the relationship between the structure of cell
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process information from secondary sources to
organelles and their function.
analyse electron micrographs of cells and identify
mitochondria, chloroplast’s, Golgi bodies,
lysosomes, endoplasmic reticulum, ribosomes,
nucleus, nucleolus and cell membranes.
identify the major groups of substances found in living cells
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plan, choose equipment or resources and perform
and their uses in cell activities.
a first-hand investigation to gather information
and use available evidence to identify the
identify that there is movement of molecules into and out of
following substances in tissues:
cells.
- glucose
describe the current model of membrane structure and explain
- starch
how it accounts for the movement of some substances into
- lipids
and out of cells.
ASSESSMENT
Quiz on terminology (based on pretest).
Check Summaries
Practical Assessment microscopes and
surface area volume ratio 25% of
preliminary assessment
Term 1 preliminaries examination 10%
of assessment
Quiz on terminology microscopy to be
used in prac test.
Check Summaries
View Prac book
View Prac book
Check Summaries
OUTCOMES
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SYLLABUS MAPPING
STUDENTS LEARN TO:
STUDENTS:
- proteins
compare the processes of diffusion and osmosis.
- chloride ions
explain how the surface area to volume ratio affects the rate
- lignin
of movement of substances into and out of cells.
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plan, choose equipment or resources and perform
a first-hand investigation to model the selectively
permeable nature of a cell membrane
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perform a first-hand investigation, to demonstrate
the difference between osmosis and diffusion.
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perform a first-hand investigation to demonstrate the
ASSESSMENT
effect of surface area to volume ratio on rate of
diffusion.
P3
P6
P11
P12
P13
P14
P15
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identify some examples that demonstrate the structural and
functional relationships between cells, tissues, organs and
organ systems in multicellular organisms
distinguish between autotrophs and heterotrophs in terms of
nutrient requirements.
identify the materials required for photosynthesis and its role
in ecosystems.
identify the general word equation for photosynthesis and
outline this as a summary of a chain of biochemical reactions.
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.
explain the relationship between the shape of leaves, the
distribution of tissues in them and their role.
describe the role of teeth in increasing the surface area of
complex foods for exposure to digestive chemicals.
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 diet
 the functions of the structures involved
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perform a first-hand investigation to gather data
and use a microscope and prepared slides to
observe specialised cells, including:
sperm cells
red and white blood cells
plant epidermal cells
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.
perform a first-hand investigation to demonstrate
the relationship between surface area and rate of
reaction.
identify data sources, gather, process, analyse and
present information from secondary sources and
use available evidence to compare the digestive
systems of mammals, including a grazing
herbivore, carnivore and a nectar feeding animal.
development of understanding of human
nutrition, including the identification of the role
of a named vitamin.
Check Summaries
View Prac book
OUTCOMES
P3
P13
P12
P14
SYLLABUS MAPPING
STUDENTS LEARN TO:
STUDENTS:
 compare the roles of respiratory, circulatory and excretory
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use available evidence to perform a first-hand
systems
investigation and gather first-hand data to
identify and describe factors that affect the rate of
 Identify and compare the gaseous exchange surfaces in an
transpiration
insect, a fish, a frog and a mammal.
Perform a first-hand investigation of the
 Explain the relationship between the requirements of cells and 
movement of materials in xylem or phloem
the need for transport systems in multicellular organisms
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Use available evidence to discuss, using
 Outline the transport system in plants, including:
examples, the role of technologies, such as the
 Root hair cells
use of radioisotopes in tracing the path
 Xylem
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Of elements through living plants and animals.
 Phloem
 Stomates and lenticels
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P1
P3
P12
P13
P14
P16
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Check Summaries
View Prac book
Compare open and closed circulatory systems using one
vertebrate and one invertebrate as examples
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P3
P9
P12
ASSESSMENT
identify mitosis as a process of nuclear division and explain
its role.
 identify the sites of mitosis in plants, insects and mammals.
 explain the need for cytokinesis in cell division.
 Identify that nuclei, mitochondria and chloroplasts contain
DNA
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identify data sources, gather, process, analyse and
present secondary evidence for the two way flow
of material in phloem and/or xylem.
gather and process information from secondary
sources to compare the generalised structure of
excretory systems in insects, fish and mammals
and account fro the differences identified.
gather and process information from secondary
sources and use available evidence 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.
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.
Final Check of Summaries
View Prac book
Term 1 exam 10% of preliminary
assessment at end of unit.