Work Program
PRE-IB BIOLOGY
This work program is applicable to all
students, including International Students at
the Queensland Academy for Science,
Mathematics and Technology.
Table of Contents
TABLE OF CONTENTS.................................................................................................................................... 2
COURSE ORGANISATION AND ASSESSMENT PLAN ................................................................................ 3
SAMPLE UNIT OVERVIEW.............................................................................................................................. 6
ALIGNMENT TO AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS ............................................ 11
SAMPLE STUDENT PROFILE ....................................................................................................................... 13
DETERMINING LEVELS OF ACHIEVEMENT ............................................................................................... 14
Course Organisation and Assessment Plan
Sem /
Item #
Topic
Time
(weeks)
Key concepts & Key ideas
General
capabilities and
cross-curriculum
priorities
Assessment
Category
(Assignment, Exam)
Technique,
Description&
Conditions
Year 10 (Term 1 – Forensics and Scientific
Literacy)
SUST ASIA
Evaluating
Forensic Science
in the Media
1-2
Critical evaluation of representations of
(Forensic) Science. Identification of sources that
contain valid and reliable scientific information.
SUMMATIVE EXAM
Three Formative Quizzes (Recall/definitions)
Introduction to Forensics
Crime Scenes
Forensic Science
4
Types of Evidence
Fingerprinting and Blood typing
DNA fingerprinting/PCR (Genetic Concepts)
Entomology
N.B. One week for revision and examination
are built into this unit with an additional
week for feedback, self-reflection and SMART
goals and one week for Year 10 Camp.
Year 10 (Term 2 – Systems and Evolution)
Forensic
Anthropology
Evidence and
Mechanisms of
Evolution
1
1-2
Evidence of human remains
Evidence for evolution – fossils, comparative
anatomy, biochemical, biogeography
Natural selection
Mutation and sexual reproduction
Animal Systems
(with an Evolution
focus)
6
Homeostasis
1
Comparative Anatomy (Circulatory, Respiratory,
Skeletal and Reproductive Systems)
Concept of equilibria and models (both in the
body and in nature)
Practical Investigation: Comparative
Anatomy (due end of Week 6)
SUMMATIVE EXAM
Three Formative Quizzes (Recall/definitions)
N.B. One week for revision and examination
are built into this unit with an additional
week for feedback, self-reflection and
SMART goals.
Year 10 (Term 3 – The Impacts of Climate Change on Global Health)
SUST ASIA
Effects of Climate
Change on Human
Health
Nature and
patterns of
disease
1
What is climate change and how does it affect
health?
Global burden of disease and DALY (Disability
adjusted life years)
ASIA
1
Practical Investigation: Bacteria
SUMMATIVE EXAM
Three Formative Quizzes (Recall/definitions)
Epidemiology – epidemics and pandemics
ASIA
Water, Vector and
Air-borne disease
5
Histology, Pathology and Epidemiology of 3 CASE
STUDIES linked specifically to how climate
change will alter the pattern of disease
worldwide. (Water – Cholera, Vector – Malaria
and Airborne – COPDS).
N.B. One week for revision and examination
are built into this unit with an additional
week for feedback, self-reflection and
SMART goals.
Alternative Program is also factored into the
timing of this unit.
Sample Unit Overview
Year Level: 10
Unit Title: Forensics and Scientific Literacy
Duration: 8 weeks (3 hours/week)
Unit Overview:
Biology and all Group 4 subjects are investigative and experimental; studies in Forensic Science provide an engaging, practical and relevant application of these skills.
Students are routinely exposed to crime situations by the media, both realistic and sensationalised. This unit has two fundamental aims; to expose students to biology
practical skills commonly used during a forensics investigation, and to encourage students to be critical of science representations in the media. Within this unit of study,
students will acquire and develop the skills of observation, microscopy, chromatography, and DNA gel electrophoresis.
This unit will empower students to examine and understand the science of forensic investigations while critically evaluating their credibility. Students will be required to
apply their knowledge to evaluating representations of Forensic Investigations and by becoming involved in simulated crime scene investigations, students will see how
biology practical skills can be applied in gaining evidence for investigations. Students will gain knowledge and skills through phases of identifying genetic concepts ,
investigating genetic concepts and applying genetic concepts.
Theory of Knowledge:
1) Good and bad science – can you trust science in the media?
2) What makes a method valid and reliable?
IB Learner Profile:
Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.
Inquirers
Explicit – students will undertake learning though investigative enquiry Open-minded
Explicit – students will be required to accommodate different
perspectives during group work and an inclusive approach to drawing
conclusions from their investigations
Knowledgeable
Explicit – students will be required to gain a solid level of knowledge
Caring
Implicit – students will be working collaboratively, where their
and understanding in order to draw valid conclusions from presented
success is dependent on the success of the group.
cases.
Thinkers
Explicit – an investigative and problem solving approach is required
Risk-takers
Explicit – the cases presented may push students beyond their
comfort level; they will be challenged to incorporate details of crimes
and their content knowledge to draw conclusions.
Communicators
Explicit – students will be required to work collaboratively during their
Balanced
Implicit – students are encouraged, at all times, to engage with a
investigative work, communication is essential for the success of such
range of experiences.
tasks
Principled
Explicit – students will be asked to make judgments based on different
Reflective
Explicit – students will be required to reflect on their investigative
forms of evidence presented/investigated; this will involve students
practice so they are better able to address future tasks, both in this
questioning the validity of data both qualitative and quantitative.
unit and in IB Biology.
Learning Objectives (Overview):
By the end of the unit, students are expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Understand the meaning of valid and reliable as it applies to scientific information.
Critically evaluate representations of (forensic) science in the media.
Identify different types of evidence (impression, physical, trace, testimonial) utilised by forensic investigators, and understand the value/strength of each type.
Compare and distinguish human hair and animal hair under the microscope
Manipulate a compound microscope correctly.
Examine and identify human fingerprint patterns.
Produce a sample of a fingerprint from evidence and compare against suspects to solve a simulated crime scene.
Understand how human blood types (ABO and +/-).
Conduct an investigation to determine and explain the ABO blood type antigen/antibody reaction.
Engage in chromatography of various inks and identify an unknown ink sample.
Identify and draw the structure of DNA.
Explain DNA replication (in terms of unwinding (helicase) and addition of complimentary base-pairs (in a semi-conservative fashion)).
Explain the basic steps of PCR (in terms of heating, addition of primers, addition of polymerase and base pairs).
Explain the basic action of restriction enzymes with relation to their use in gel electrophoresis.
15. Carry out gel electrophoresis of DNA (or simulation) and analyse the bands.
Accommodations for Differentiated Learning
Gifted Student: Extension beyond class task, supported through use of online forensic biology investigations.
English as a Second Language (ESL) Student: Hand out vocabulary list to students and have students develop their own glossary of the terms as you move through the unit –
descriptions are often better than definitions as they show understanding rather than copy and pasting.
Students with Special Needs: Teachers will consult IEPs and cater for the specific needs of identified students.
Materials and Resources
Technology – Hardware
Laptops
Data Projectors
Digital Camera
Television
VCR / DVD
MP3 Player
Mobile technology
PDA
Video Camera
Other
Technology – Software
Database / Spreadsheet
Desktop Publishing
Email Software
Editing Software
Internet / Web Browser
Multi-media
Animation Software
Web page development
Word Processing
Other
Printed Materials
Text book
Work book
Note book
Task sheet and criteria
Reference materials
Other
Other
Blackboard (course materials posted)
Respondus / Quizzes (online)
Studymate
Wikis & Blogs
Other
Professional Learning

Monitoring Student Learning
Assessing Student Learning
ACARA Objectives
Scientific experiments
Use student responses to an experiment about exploring the anatomy of DNA to check how well
students:
Understand the process of extracting DNA from a biological sample
Understand why some samples are better to use then others.
Use student responses to an experiment about examining differences in genes using electrophoresis
to check how well students:
Understand why electrophoresis can be used to identify an unknown sample
Apply observations of experiment results to infer examples of use in industry.
Student work samples
Use student responses to activities about examining ethical issues to gauge their capacity to:
Research a given topic and draw critical conclusions about the information presented
Create an engaging text that is informative and factual
Follow appropriate referencing conventions.
Students will engage in critical and creative thinking
Generate and evaluate knowledge, ideas and possibilities for the uses of technology in DNA research
and medical interventions or evaluate the uses of Genetics and selective breeding in agriculture
Pose questions, make predictions, speculate and solve problems through investigation on how genetic
information is passed on and its implications in modern societal practices
Analyse and evaluate evidence and summarise information to present and debate on ethical issues
surrounding modern genetic research practices.
Students will engage in ethical behaviour
Consider ethical issues related to gene manipulation and DNA and its use in modern society make
informed choices about issues that impact on their lives or the lives of others around them.
Students will engage in personal and social competence
Make responsible decisions about genetic work effectively in teams to gather evidence of DNA and
gather information on current research practices and future research implications in medical and
agricultural sciences
Follow procedures and work safely to perform a series of practical activities.
Scope and Sequence
Time
Focus Topic
Introduction to Pre IB Biology at QASMT
Overview of the semester
Evaluating
Forensic
Science in the
media
Introduction
to Forensic
Science
Critical evaluation of representations of
(Forensic) Science.
Identification of sources that contain valid
and reliable scientific information.
What does it take to be a Forensic
Investigator?
Observations, how reliable?
0.5
1
Key Ideas
Introduction
0.5
Scientific Method
Crime Scenes
Learning Experiences
Students will explore the meaning of valid and reliable evidence in
Science and evaluate the validity and reliability of evidence.
Students will evaluate representations of forensic science.
Students will experience how difficult it is for some to remember features
of a crime scene.
In engaging with conversation, students will establish the concept of
more ‘memorable’ evidence, and the importance of noticing everything in
forensics.
- Crime Scene Vocabulary
- Crime Scene Personnel
- Crime Scene Protocol
Assessment
Types of
Evidence
TYPES OF EVIDENCE
Physical Evidence
Testimonial Evidence
- IMPRESSION – Tyre Tracks, Tool impressions, Foot prints
- FINGERPRINTS
- HAIRS & FIBRES – Animal and human hair, fibres from contact
- BLOOD – Blood typing
Students will examine the complexities of testimonial evidence and how
it has been used in conjunction with other types of evidence
1.5
1
0.5
Analysing
Evidence
ANALYSING
- Chromatography & Handwriting
- Microscopy
- Fingerprinting
- Blood Typing
PRACTICAL WORK STATIONS
1. Ink Chromatography and Handwriting Identification of Ransom Note
2. Identification of animal/human hair and fibres
3. Ink fingerprint profiles and analysis for each student
4. Taking a fingerprint from an object with powder and tape
5. Blood Typing for criminal investigation (milk + vinegar)
Students will investigate examples of when genetic evidence has been
used to solve crimes.
Students will examine the reliability of such methods to solve crimes and
evaluate the robustness of genetic comparison between individuals.
Identify variation in a given population as a result of Inheritance.
DNA in
forensics
Identifying
Genetic
Concepts
- Researching the history of genetic science
in forensics
- DNA fingerprinting
DNA
Identifying NA
-
Exploring the anatomy of DNA
Constructing models of DNA
Understanding variation
Reviewing the roles of cell division in
reproduction
Students will construct paper models of DNA.
Students will model the role of DNA helicase in unzipping the double helix
and the addition of complimentary base pairs by DNA polymerase.
Students will investigate how genetic information is passed on to
successive generations.
Students will identify that there are two types of cell division and
understand that mitosis occurs in somatic cells and that meiosis is the key
to genetic variation because it results in daughter cells with half the DNA
of the parent cells.
Students will determine how sexual reproduction and meiosis
complement each other and result in genetically diverse offspring.
Genetics
Concepts to
DNA Evidence
-
Understanding terminology
Constructing Punnet squares
Solving problems using monohybrid crosses
Conducting experiments using gel
electrophoresis
Students will differentiate between genes and alleles, dominant and
recessive alleles.
Students will identify how alleles and genes are combined to form an
overall phenotypic and genotypic profile of potential offspring.
Students will differentiate between genotype and phenotype and identify
how to present a Punnett square.
Students will complete a typical monohybrid cross to explain the
inheritance of blood types.
Students will examine the differences in genes through experimentation
(running a gel electrophoresis).
1
Entomology
Evidence for time of death.
Students will analyse data to determine time of death.
1
Forensic
anthropology
Use of genetics and forensics to explore
evidence of human remains
Students will investigate evidence used in interpreting human remains.
Reflections:
What aspects of this unit did students seem to enjoy / struggle with? Were there aspects that required more time / less time etc?
Alignment to Australian Curriculum Content Descriptions
Review for balance and coverage of content descriptions – indicate covered content descriptions with 
Science understanding
Term
1
Term
2
Biological sciences
The transmission of heritable
characteristics from one
generation to the next involves
DNA and genes (ACSSU184)
The theory of evolution by
natural selection explains the
diversity of living things and is
supported by a range of scientific
evidence (ACSSU185).
Term
3
Science as a human endeavour
Term
1
Term
2
Term
3
Nature and development of science
Scientific understanding,
including models and theories,
are contestable and are refined
over time through a process of
review by the scientific
community (ACSHE191)


Science inquiry skills
Term
1
Term
2
Term
3
Questioning and predicting


Advances in scientific

understanding often rely on
developments in technology and
technological advances are often
linked to scientific discoveries
(ACSHE192)

Formulate questions or
hypotheses that can be
investigated scientifically
(ACSIS198)






Select and use appropriate

equipment, including digital
technologies, to systematically
and accurately collect and record
data (ACSIS200)



Chemical sciences
Use and influence of science
Planning and conducting
The atomic structure and
properties of elements are used
to organise them in the Periodic
Table (ACSSU186) .
People can use scientific
knowledge to evaluate whether
they should accept claims,
explanations or predictions
(ACSHE194)
Different types of chemical
reactions are used to produce a
range of products and can occur
at different rates (ACSSU187)
Advances in science and
emerging sciences and
technologies can significantly
affect people’s lives, including
generating new career
opportunities (ACSHE195)

The values and needs of
contemporary society can
influence the focus of scientific
research (ACSHE230)




Plan, select and use appropriate
investigation methods, including field
work and laboratory
experimentation, to collect reliable
data; assess risk and address ethical
issues associated with these
methods (ACSIS199)
Science understanding
Term
1
Term
2
Term
3
Science as a human endeavour
Term
1
Term
2
Term
3
Science inquiry skills
Term
1
Term
2
Term
3
Earth and space sciences
Processing and analysing data and information
The universe contains features
including galaxies, stars and solar
systems and the Big Bang theory
can be used to explain the origin
of the universe (ACSSU188)
Analyse patterns and trends in
data, including describing
relationships between variables
and identifying inconsistencies
(ACSIS203)



Global systems, including the
carbon cycle, rely on interactions
involving the biosphere,
lithosphere, hydrosphere and
atmosphere (ACSSU189)
Use knowledge of scientific

concepts to draw conclusions
that are consistent with evidence
(ACSIS204)


Physical sciences
Evaluating
Energy conservation in a system
can be explained by describing
energy transfers and
transformations (ACSSU190)
Evaluate conclusions, including
identifying sources of
uncertainty and possible
alternative explanations, and
describe specific ways to
improve the quality of the data
(ACSIS205)



The motion of objects can be
described and predicted using
the laws of physics (ACSSU229)
Critically analyse the validity of

information in secondary sources
and evaluate the approaches
used to solve problems
(ACSIS206)




Communicating
Communicate scientific ideas
and information for a particular
purpose, including constructing
evidence-based arguments and
using appropriate scientific
language, conventions and
representations (ACSIS208)

Sample Student Profile
Group 4 Pre-IB Biology:
STUDENT PROFILE
NAME: ______________________________________________________
TEACHER: ____________________________________________________
TERM
TOPICS
1
Assessment Instrument/s
EXAM: Response to Stimulus
Forensics and Scientific
Literacy
OVERALL TERM RESULT
2
Systems and Evolution
Practical Investigation:
Comparative Anatomy
EXAM
OVERALL TERM RESULT
3
The Impacts of Climate
Change on Global Health
OVERALL TERM RESULT
Practical Investigation:
Bacteria
EXAM
Marks
achieved
Scaled result
(if applicable)
%
LOA
Determining Levels of Achievement
The Queensland Academy, in accordance with State Government requirements will report on student achievement two times per year on an A to E scale. The
assessment items are categorised according to Formative Tasks (designed for assessment preparation and feedback) and Summative Tasks (providing term result).
Assessment should be based on all three strands of the Australian Curriculum, with equal weighting given to the Understanding and Skills
dimensions.
A (≥80%)
B (≥65%)
C (≥45%)
D (≥30%)
E (>0%)
Science Understanding
Science as a
Human Endeavour
Understanding dimension
The folio of student work has the following characteristics:
Clear description and comprehensive
explanation of science knowledge
Clear description and explanation of
science knowledge
Description, definition and
identification of science knowledge
Definition and statement of science
knowledge
Statement of isolated science
knowledge
Critical analysis and application of
science knowledge to generate:
solutions
Analysis and application of science
knowledge to generate:
Application of science knowledge to
generate:
Application of science knowledge to
generate:
Statements of isolated science facts









reasoned explanations

in a range of situations, including
some that are complex
solutions
informed explanations
in a range of situations,
including some that are
complex
solutions
explanations
in simple situations
Critical analysis and description of the:
Analysis and description of the:
Description of the:









development over time
factors prompting the review
of scientific models and theories
development over time
factors prompting the review
of scientific models and
theories
development over time
factors prompting the review
of scientific models and
theories
partial solutions
partial explanations
Statements about the development
over time of scientific models and
theories
Isolated statements about scientific
models and theories
A (≥80%)
B (≥65%)
C (≥45%)
D (≥30%)
E (>0%)
Planning and conducting
Processing and
analysing data and
information
Skills dimension
Questioning and
predicting
The folio of student work has the following characteristics:
Formulation of questions and justified
hypotheses that can be investigated
scientifically
Formulation of questions and
informed hypotheses that can be
investigated scientifically
Formulation of questions or
plausible hypotheses that can be
investigated
Selection of questions for
investigation
Use of given investigation questions
Design of appropriate investigations
that:
Design of investigations that:
Design of investigations that:
Selection of investigations that:



Safe, directed use of equipment to
collect and record data



explain how reliability and
fairness are considered
explain how safety and ethics are
considered
explain how to select and safely
use appropriate equipment to
systematically and accurately
collect and record reliable data
Critical analysis and synthesis of data
to:



explain relationships between
variables
identify inconsistencies in results
draw justified conclusions
Evaluation, with logical links to science
knowledge, of:
Evaluating

Communicating
Skills dimension

primary sources of data to
explain sources of error and
explain how proposed
modifications will improve the
quality of data
secondary sources for the
validity and reliability of
information
Coherent, concise and purposeful use
of appropriate scientific language,
conventions, representations and text
types to communicate findings and
ideas


describe reliability and fairness
considerations
describe safety and ethics
considerations
describe the safe use of
appropriate equipment to
accurately collect and record
reliable data


identify reliability and fairness
considerations
identify safety and ethics
considerations
describe the safe use of
equipment to collect and
record relevant data

state obvious safety and ethics
considerations
describe the safe use of
equipment to collect and
record data
Analysis and synthesis of data to:
Analysis of data to:
Consideration of data to:






describe relationships between
variables
identify inconsistencies in
results
draw conclusions consistent
with evidence


identify relationships between
variables
identify obvious
inconsistencies in results
draw relevant conclusions
identify simple relationships
state conclusions
Evaluation of:
Analysis of:
Statement of:




primary sources of data to
describe sources of error and
propose valid modifications
that will improve the quality of
data
secondary sources for the
validity and reliability of
information
Clear and purposeful use of
appropriate scientific language,
conventions, representations and
text types to communicate findings
and ideas

primary sources of data to
identify sources of error and
propose valid modifications
secondary sources for the
validity and reliability of
information
Use of appropriate scientific
language, conventions,
representations and text types to
communicate findings and ideas

simple modifications to
methods
science information from
secondary sources
Use of aspects of scientific language,
conventions, representations and
text types to communicate findings
and ideas
Restatement of given information
and data
Statement of obvious modifications
to methods
Use of everyday language to
communicate findings and ideas