Lesson Name: LP7 STAGE 6 HSC BIOLOGY-The search for better health 9.4.1and 9.4.2
ASSESSMENT
Date:
Period:
Class:
stage 6
Contributes to Syllabus/Unit Outcomes:
Room:
The lesson is directly linked to the current NSW syllabus Stage 6 senior science specialisation syllabus
(BoS), Section 9.4 for stage 6.
Domains
The following domain and there specific outcomes are used as a basis for assessment in:
9.4.1 What is a healthy organism?, and
9.4.2 Over 3000 years ago the Chinese and Hebrews were advocating cleanliness in food, water and personal
hygiene.
Precribed Focus Area
H.1 evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking
H.2 analyses the ways in which models, theories and laws in biology have been tested and
Validated
H.4 assesses the impacts of applications of biology on society and the environment
H.5 identifies possible future directions of biological research
Knowledge And Understanding
H6 explains why the biochemical processes associated with cells are related to macroscopic changes in the
organism.
H8 evaluates the impact of human activity on the interactions of organisms and their environment
Skills
H11 justifies the appropriateness of a particular investigation plan
H11.1 identify data sources to:
a) analyse complex problems to determine appropriate ways in which each aspect may be
researched
b) determine the type of data that needs to be collected and explain the qualitative or
quantitative analysis that will be required for this data to be useful
e) recommend the use of an appropriate technology or strategy for data collection or
gathering information that will assist efficient future analysis
H11.2 plan first-hand investigations to:
b) identify variables that need to be kept constant, develop strategies to ensure that these
variables are kept constant and demonstrate the use of a control
c) design investigations that allow valid and reliable data and information to be collected
H12 evaluates ways in which accuracy and reliability could be improved in investigations
H12.2 gather first-hand information by:
a) using appropriate data collection techniques, employing appropriate technologies,
including data loggers and sensors
b) measuring, observing and recording results in accessible and recognisable forms, carrying
out repeat trials as appropriate
H12.3 gather information from secondary sources by:
a) accessing information from a range of resources, including popular scientific
journals, digital technologies and the Internet
b) practising efficient data collection techniques to identify useful information in secondary
sources
d) summarising and collating information from a range of resources
H12.4 process information to:
c) best illustrate trends and patterns by selecting and using appropriate methods, including
computer-assisted analysis
d) evaluate the relevance of first-hand and secondary information and data in relation to the
area of investigation
e) assess the reliability of first-hand and secondary information and data by
considering information from various sources
H14 assesses the validity of conclusions from gathered data and information
H14.1 analyse information to:
a) identify trends, patterns and relationships as well as contradictions in data and information
b) justify inferences and conclusions
c) identify and explain how data supports or refutes an hypothesis, a prediction or a proposed
solution to a problem
d) predict outcomes and generate plausible explanations related to the observations
e) make and justify generalisations
H14.2 solve problems by:
a) identifying and explaining the nature of a problem
Values and Attitudes
H16 justifies positive values about and attitudes towards both the living and nonliving
components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences
of the applications of science
Teacher Lesson Objectives:
To check for students understanding of 9.4.1 and 9.4.2 by way of an assessment.
Student Learning Outcomes:
Assessment to check for student knowledge and comprehension.
Recognise the relevance of assessment tasks leading towards HSC exams.
Teacher Activity:
Time:
Pupil
Activity:
Intro Steps
Roll call
1min
Lesson 7
Discuss briefly an overview of the lesson.
4min
Students from previous lessons have been front loaded with information to
2
Seated and
listening to
introduction.
prepare for an assessment task for sections 9.4.1 What is a healthy organism?,
and 9.4.2 Over 3000 years ago the Chinese and Hebrews were advocating
cleanliness in food, water and personal hygiene.
Student to
provide a
pencil.
Tell students that the assessment will help prepare them for the HSC major
exams. Tell them the rules for carrying out assessment.
Students are provided with the assessment and given instruction that they have
2 min reading time and 32 min to complete the exam, after which papers will
be collected for marking by the teacher.
Ask the students a couple of questions to confirm their understanding of the
task.
Students instructed not to start and that they have 2min reading time after
which the teacher will tell students to begin.
2min
Students told to begin.
33min
During this time the teacher is time-keeping and ensuring rules for the
assessment are complied too.
---------------------------------------------------------------------------------------------The exam Questions are as follows, see also handout Assessment 1.
Name: ________________________Class_____________Date______Score______/33
Students to
provide their
name and
date at the
top of
assessment
sheet.
ASSESSMENT 1
Students
seated and
carrying out
exam, no
talking
Biology – Search for better health 9.4.1 and 9.4.2
Examine timings
Pre reading, 2 min
Exam time, 32 min
All questions to be attempted and carried out in pencil.
Teacher is to
monitor time
and students.
Question 1 (6marks)
Define the words health and disease and then discuss briefly the difficulty of the
definition.
Health
_________________________________________________________
_________________________________________________________
/2marks
Disease
_________________________________________________________
_________________________________________________________
/2marks
3
Difficulty of definition.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
/2marks
Question 2 (8marks)
Outline how the following assist in the maintenance of health:
function of genes
______________________________________________________
______________________________________________________
/2marks
mitosis
______________________________________________________
______________________________________________________
/2marks
cell differentiation
______________________________________________________
______________________________________________________
/2marks
cell specialisation
______________________________________________________
______________________________________________________
2marks
Question 3 (4marks)
Distinguish between infectious and non-infectious diseases.
Give examples of each.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
4
_________________________________________________________
_________________________________________________________
_________________________________________________________
/4marks
Question 4 (3marks)
Explain how cleanliness in food preparation, personal hygiene and water
assist in the control of disease.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
/3marks
Question 5 (3marks)
Koch postulated that a specific micro-organism could be said to cause a disease if several conditions
were met. List THREE of these conditions.
_________________________________________________________
________________________________________________________
________________________________________________________
/3marks
Question 6 (2 marks)
Individuals in an isolated village become sick. A physician establishes that all the sick individuals are
infected with a particular strain of bacteria. A sample of this strain is taken from a sick individual and
grown in pure culture away from the sick individual. This strain of bacteria was not found in any healthy
individuals.
What TWO other pieces of information are required to establish that
the disease was caused by the strain of bacteria?
_________________________________________________________
/2marks
Question 7 (3 marks)
A biologist took a scraping of a diseased patch on the leaf of a plant. He cultured the scraping and found
that a pure culture of bacteria developed. The bacterial culture in the culture dish may be responsible for
the disease on the plant leaf. What steps would Koch have followed to determine this?
_________________________________________________________
_________________________________________________________
/3marks
Question 8 (1 mark)
5
If campers have to drink water from a creek, which is the best way of making the water
safe to drink? (please circle the correct answer)
(A)
(B)
(C)
(D)
Boil the water for five minutes.
Filter the water through a clean shirt.
Collect the water and let it stand in a clean container.
Expose the water to the sun’s ultraviolet rays for two hours.
/1mark
Question 9 (3 marks)
In twelfth-century China, people seeking protection from smallpox removed scabs from people mildly
scarred from the disease. These scabs were then ground and inhaled as powder. Similarly, in the
seventeenth century, an Englishwoman, Mary Montagu, injected bits of smallpox scabs into healthy
children to protect them from the disease.
a. evaluate why these practices were successful
b. Propose a reason as to why Mary Montagu decided upon this method
________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
END ASSESSMENT
Please turn over paper and sit quietly until teacher directs requirements
-----------------------------------------------------------------------------------------------------------------------------
Concluding Steps
Teacher to halt task and ask student to ensure names are on sheets and to pass
them to the teacher on the way out of classroom.
1min
Students
place pencils
down and
stop working
on
assessment.
Students to
pass exams
onto the
teacher on
way out of
classroom.
Management:
1. Answer questions
2. Clarify points of interest
3. Ask questions
4. During exam answer or elaborate on questions asked.
5. Ensure hats off/no mobiles, ipods, ps games are in use.
6. Any student who has been disciplined due to behaviour will be given an extensive list of science
related words where the student will have to write and spell each word a number of times before
leaving.
6
Materials For Achieving Outcomes
Stop watch if required
8xpackets Pencils with sharpeners
30 erasers
30 exam papers
Equipment:
whiteboard
Prepared Questions:
Define the words health and disease and then discuss briefly the difficulty of the
definition.Health,Disease,Difficulty of definition.
Outline how the following assist in the maintenance of health: function of genes, mitosis,
cell differentiation,cell specialisation
Distinguish between infectious and non-infectious diseases.
Give examples of each.
Explain how cleanliness in food preparation, personal hygiene and water
assist in the control of disease.
Koch postulated that a specific micro-organism could be said to cause a disease if several conditions were
met. List THREE of these conditions.
Individuals in an isolated village become sick. A physician establishes that all the sick individuals are
infected with a particular strain of bacteria. A sample of this strain is taken from a sick individual and grown
in pure culture away from the sick individual. This strain of bacteria was not found in any healthy
individuals.
What TWO other pieces of information are required to establish that
the disease was caused by the strain of bacteria?
A biologist took a scraping of a diseased patch on the leaf of a plant. He cultured the scraping and found that
a pure culture of bacteria developed. The bacterial culture in the culture dish may be responsible for the
disease on the plant leaf. What steps would Koch have followed to determine this?
If campers have to drink water from a creek, which is the best way of making the water
safe to drink?
In twelfth-century China, people seeking protection from smallpox removed scabs from people mildly
scarred from the disease. These scabs were then ground and inhaled as powder. Similarly, in the seventeenth
century, an Englishwoman, Mary Montagu, injected bits of smallpox scabs into healthy children to protect
them from the disease.
In the light of our current knowledge about the immune response, explain why these
practices were successful
7
Information For Pupils:
Students made aware of examine lesson plan 5 and 6.
Homework:
None for this lesson
Pupil Reminders:
Chairs to be placed under the tables and any rubbish to be picked up prior to finishing the lesson.
References:
Aubusson, P.et al. (2003, 2nd edition printed 2004). Biology in Context: The Spectrum of Life , Oxford
University Press, Melbourne.
BofS. (2010). Assessment, Certification and Examination (ACE). Requirements for the Higher School Certificate.
Retreived 05 Mar, 2010, from
http://www.boardofstudies.nsw.edu.au/manuals/acemanual.html
BofS. (2009). HSC biology Syllabus. Stage 6, The search for better Health 9.4. Retrieved 07 Mar 2010 from.
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl-from2010.pdf
BofS. (2009). HSC biology Syllabus. Stage 6, past exams, 2002. Retrieved 07 Mar 2010 from.
http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2002exams/pdf_doc/biology_02_cr.pdf
CSU. (2010). HSC online. Biology. Search for better health Retreived 08 Mar, 2010, from
http://hsc.csu.edu.au/biology/core/better_health/
DET. (2010). Curriculum support. Biology resources. Retreived 09 Mar 2010 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/science/11_12/biology/resources/index.htm
DET. (2006). Quality Teaching In NSW public schools 2nd Ed. A classroom practice guide
SDEH. (2010). Biology. HSC course. Retreived 06 Mar, 2010, from
http://www.ssdec.nsw.edu.au/science/biology/bio_hsc_course.html
University of Sydney. (2010). HSC stage 6. Biology. Search for better health Retreived 07 Mar, 2010, from
http://science.uniserve.edu.au/school/curric/stage6/biol/srchbh/
O'Toole, J. M. (2003, 2005). Teaching Secondary School Science. Playing to Win: Lesson Plans ch.13.
O’Toole and Associates:Jesmond NSW
.
8
9
Name: ________________________Class_____________Date______Score______/33
ASSESSMENT 1
Biology – Search for better health 9.4.1 and 9.4.2
Examine timings
Pre reading, 2 min
Exam time, 35 min
All questions to be attempted and carried out in pencil.
Question 1 (6marks)
Define the words health and disease and then discuss briefly the difficulty of the
definition.
Health
_________________________________________________________
_________________________________________________________
/2marks
Disease
_________________________________________________________
_________________________________________________________
/2marks
10
Difficulty of definition.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
/2marks
Question 2 (8marks)
Outline how the following assist in the maintenance of health:
function of genes
______________________________________________________
______________________________________________________
/2marks
mitosis
______________________________________________________
______________________________________________________
/2marks
11
cell differentiation
______________________________________________________
______________________________________________________
/2marks
cell specialisation
______________________________________________________
______________________________________________________
/2marks
Question 3 (4marks)
Distinguish between infectious and non-infectious diseases.
Give examples of each.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
/4marks
12
Question 4 (3marks)
Explain how cleanliness in food preparation, personal hygiene and water
assist in the control of disease.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
/3marks
Question 5 (3marks)
Koch postulated that a specific micro-organism could be said to cause a disease if several
conditions were met. List THREE of these conditions.
_________________________________________________________
________________________________________________________
________________________________________________________
/3marks
Question 6 (2 marks)
Individuals in an isolated village become sick. A physician establishes that all the sick
individuals are infected with a particular strain of bacteria. A sample of this strain is taken
from a sick individual and grown in pure culture away from the sick individual. This strain
of bacteria was not found in any healthy individuals.
13
What TWO other pieces of information are required to establish that
the disease was caused by the strain of bacteria?
_________________________________________________________
/2marks
Question 7 (3 marks)
A biologist took a scraping of a diseased patch on the leaf of a plant. He cultured the
scraping and found that a pure culture of bacteria developed. The bacterial culture in the
culture dish may be responsible for the disease on the plant leaf. What steps would Koch
have followed to determine this?
_________________________________________________________
_________________________________________________________
/3marks
Question 8 (1 mark)
If campers have to drink water from a creek, which is the best way of making the water
safe to drink? (please circle the correct answer)
(A)
(B)
(C)
(D)
Boil the water for five minutes.
Filter the water through a clean shirt.
Collect the water and let it stand in a clean container.
Expose the water to the sun’s ultraviolet rays for two hours.
/1mark
14
Question 9 (3 marks)
In twelfth-century China, people seeking protection from smallpox removed scabs from
people mildly scarred from the disease. These scabs were then ground and inhaled as
powder. Similarly, in the seventeenth century, an Englishwoman, Mary Montagu, injected
bits of smallpox scabs into healthy children to protect them from the disease.
In the light of our current knowledge about the immune response,
a. evaluate why these practices were successful
b. Propose a reason as to why Mary Montagu decided upon this method
________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
/3 marks
END ASSESSMENT
Please turn over paper and sit quietly until teacher directs requirements
15