zilongwang/ReadingBank huggingface dataset:
11.3 Describe and/or predict observed patterns of inheritance (i.e. dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles) Other Inheritance Patterns Describe and/or predict observed patterns of inheritance (i.e. dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles) Chapter 14 14.1 14.2 14.3 Chromosomes/Karyotypes Genetic Disorders Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g.silent, nonsense, frame-shift) Human Genome Chapter 15 15.1 15.2 15.3 Selective Breeding Recombinant DNA Applications of Genetic Engineering Explain how genetic engineering has impacted the field of medicine, forensics, and agriculture (e.g. selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy) .5 cycles Chapter 16 16.3 16.4 Natural Selection Evidence of Evolution Interpret evidence supporting the theory of evolution (i.e. fossil, anatomical, physiological, embryological, biochemical, and universal genetic code) 2.0 cycles 3.0 cycles Chapter 17 17.1 17.2 17.3 Genes and Variations Population Genetics Explain how natural selection can impact allele frequency of a population Explain how genetic mutations may result in genotypic and phenotypic variations within a population Speciation Describe the factors that can contribute to the development of new species (e.g. isolating mechanisms genetic drift, founder effect, migration) Chapters 3-6 3.1-3.3 What is Ecology – Energy Flow in Terrestrial and Aquatic Ecosystems Describe the levels of ecological organization (i.e. organisms, population, community, ecosystem, biome, and biosphere) Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems
What do you already know about ____? Engage Demonstrations Reading text Free Write Analyze Graphic Organizer KWL Brainstorming/Thinking Maps Explore Perform an Investigation Read Authentic Resources to Collect Information Shared Solve a Problem Construct a Model Explain Student Analysis & Explanation Supporting ideas with Evidence Structure Questioning Reading and Discussion Teacher Explanation Thinking Skill Extend Problem Solving Decision making Experimental Inquiry Evaluate Rubric Mini Assessment Journal Portfolio fossil record, biology, and change. Identify of and basic trends in hominid from early to modern Identify ways in a claim is (e.g., through critical and logical and of Assess the of sources of to how are made from and identify from biology. Identify what is Cognitive Process: Compare/Contrast Product: Double Bubble Map Cognitive Process: Part to Product: Brace Map Cognitive Process: Sequencing Product: Flow Map
Hypotonic སྒྲིམ་ཤེད་དམའ་བ། Ice coring འཁྱགས་སྙིང་འདྲུ་རིམ། Immunologists ནད་འགོག་རིག་པ་བ། Incensole acetate སྤོས་རྩབས། Inhibition བཀག་འགོག Inorganic སྐྱེ་བྲལ། སྐྱེ་མེད། Intercalating Interclation གསེབ་འཇུག internal skeleton ནང་གི་རུས་ཀྲང་། ཀེང་རུས། Interphase བར་ངོ་། intracellular molecules ཕྲ་ཕུང་ནང་འཁོད་འདུས་རྡུལ། Intron མངོན་མེད་རིགས་རྫས། Intuition གློ་བུར་འཆར་སྣང་། Isoleucine ཨཻ་སོ་ལུ་སིན། Juxtacrine signaling གཤིབ་རྨེན་བརྡ་གཏོང་། Karyogram ཚོས་གཟུགས་བཀྲ་རིས། Karyotypes ཚོས་གཟུགས་བསྟར་སྒྲིག keratin ཀེ་ར་ཊིན། keratinocytes ཀེར་ཊིན་ཕྲ་ཕུང་། Kinetochore microtubules ཕང་རྩི་འབྱར་མཚམས་སྦུག་ཕྲན། Kingdom གླིང་། Kisspeptin ཀི་པེ་སྤྲི་རྫས།
HS-LS2-7 * Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. HS-LS4-6 * Create or revise a simulation to test a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy organisms in an ecosystem. HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. The following Engineering, Technology, and Application of Science (ETS) Performance Expectations may be taught within any unit or semester: HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4 NOTE: These Performance Expectations have not been identified in the list of standards to be tested on the Nevada End of Course (EOC) for Life Science.
Learners should be aware of the following formulae. They should know how and when to use them. Chi Squared The Hardy-Weinberg Equation Simpson’s Index Spearman’s Rank Correlation Coefficient Standard Deviation where Student’s t-test – Unpaired Student’s t-test – Paired
Course Syllabus Lecture: Monday, Wednesday, & Friday: 12:00pm – 12:50pm; D228 Instructor: Carmen Hartford Office A-315 Phone 224-0321 e-mail: Carmen_Hartford@ivcc.edu Office Hours Lab Hours Monday 8:30 - 9:00 11:00 – 12:00 Tuesday 8:30 - 9:00 12:00 - 1:00 Wednesday 5:30 - 6:30 Thursday 8:30 - 9:00 12:00 – 1:00 Friday 9:00 – 11:50 Laboratory Monday – Thursday 9:00am – 4:00pm and Friday 9:00am – 3:00pm *Check the schedule posted in the lab for the dates of extended hours on Wednesday and Thursday evenings until 6:30pm and the dates of open Saturdays. Biology Lab Extension: 224-0308 Required Textbook: Sylvia S. 2014. Inquiry into Life, 14th edition. The McGraw-Hill Companies. Laboratory Manual: BIO 1002 General Biology II, Customized Laboratory Manual for Illinois Valley Community College. Selected material from: Inquiry into Life Laboratory Manual, 14th edition. Sylvia S. Mader. 2014. The McGraw-Hill Companies. Gloves
ii) An example of co-dominance: (2 marks) Scenario: (1) Bloodtypes OR (2) Roan cattle Explanation: When both alleles IA and IB when inherited together are seen in the phenotype as they are expressed together/equally , giving the blood type AB (1). This is co-dominance where neither A or B phenotype is recessive to the other (1). OR When a cross between two pure breeding individuals such as the white (homozygous) cow and red (homozygous) bull are mated producing offspring that are heterozygous –the Roan cow - which expresses both phenotypes (1) having both red and white hairs displaying codominance where neither trait is recessive to the other, but seen individually in the heterozygous form (1). iii) An example of multiple alleles: (2 marks) Scenario: (1) Blood types Explanation: There are three alleles, IA, IB or i , and not two alleles that can be expressed to determine blood type (1) so that instead of 2 possible phenotypes being produced there are four possible phenotypes – Type A blood can be an expression of the genotypes IAIA, IAi Type B blood can be an expression of the genotypes IBIB, IBi Type AB blood is expressed by the genotype IAIB Type O blood is expressed by the genotype ii COMMENTS: Most students identified the correct scenario, however, did not explain in relation to that scenario. Some students made up their own scenario to explain and many just used the information straight from the information sheet. If the latter was the case, a maximum of 1 mark could be achieved. If the scenario was not used in the explanation, maximum marks could not be obtained. Question 5 Using information from the pedigree, analyse and describe the likely mode of transmission for retinosa pigementosa. (3 marks)
Sample assessment outline Biology – ATAR Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting Assessment task weighting Due date Assessment task Science inquiry 30% 15% Semester 1 Week 14 Task 1: Investigation – The effect of fire on ecosystems (alternative investigations may include rocky shore, beach succession, freshwater or terrestrial community study) 5% Semester 2 Week 3 Task 6: Practical – Microscopes (preparation and observation of cells) 5% Semester 2 Week 4 Task 7: Practical – The cell membrane (inferring the structure of the cell membrane from observations of beetroot in different solutions) 5% Semester 2 Week 6 Task 8: Practical – Enzyme action (factors affecting catalase enzyme activity) Extended response 10% 5% Semester 1 Week 13 Task 3: Population dynamics (in-class questions based on research and class discussion) 5% Semester 2 Week 9 Task 10: Current research for the production of food, beverages and biofuels, and the breakdown of rubbish, involving the control of cellular respiration and photosynthesis Test 20% 5% Semester 1 Week 10 Task 2: Test – Describing biodiversity 5% Semester 1 Week 15 Task 4: Test – Ecosystem dynamics 5% Semester 2 Week 7 Task 9: Test – 5% Semester 2 Week 15 Task 11: Test – Multicellular organisms Examination 40% 15% Semester 1 Week 16 Task 5: Semester 1 examination – 2.5 hours using a modified examination design brief from the syllabus Section One: 30 questions (30%); Section Two: 4–6 questions (50%); and Section Three: Unit 3, one question from a choice of two (20%) 25% Semester 2 Week 16 Task 12: Semester 2 examination – 3 hours using the examination design brief from the syllabus Section One: 30 questions (30%); Section Two: 4–6 questions (50%); and Section Three: Unit 3, one question from a choice of two; Unit 4, one question from a choice of two (20%) Total 100% 100%
Sample assessment outline Biology – ATAR Year 12 Unit 3 and Unit 4 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/due date/start and submission date Assessment task Science inquiry 20% 5% Semester 1 Week 4 Task 1: Gel electrophoresis – a practical activity with a summary report and an validation 5% Semester 1 Week 12 Task 4: Changing a gene pool – a scientific report based on developing and conducting a simulation game with two sets of rules 5% Semester 2 Week 3 Task 7: Temperature regulation in animals – an investigation into thermoregulatory mechanisms with a component to be validation 5% Semester 2 Week 9 Task 9: Modelling an outbreak of a disease – The Nuffield Foundation, Spread of infectious diseases, Activity 4.1 Protecting the herd Extended response 10% 5% Semester 1 Week 9 Task 3: Fossils and evolution – an extended response, consisting of one week of research, followed by an in-class validation based on the research 5% Semester 2 Week 10 Task 10: Amphibian chytrid fungus disease – an extended response, consisting of one week of research, followed by an in-class validation based on the research Test 20% 5% Semester 1 Week 8 Task 2: Heredity – 40-minute test, consisting of multiple-choice questions, questions and an extended-answer question 5% Semester 1 Week 14 Task 5: Continuity of life on Earth – 40-minute test, consisting of multiple-choice questions, questions and an extended-answer question 5% Semester 2 Week 7 Task 8: Homeostasis – 40-minute test consisting of multiple-choice questions, short-answer questions and an extended-answer question 5% Semester 2 Week 14 Task 11: Infectious disease – 40-minute test consisting of multiple-choice questions, short-answer questions and an extended-answer question Examination 50% 20% Examination week Task 6: Semester 1 Examination – three hours using the examination design brief from the syllabus 30% Examination week Task 12: Semester 2 Examination – three hours using the examination design brief from the syllabus Total 100% 100%
contained in glasshouses or polytunnels and any volunteers would be removed using the same methods. 3. Reproductive ability of carnation in the land use: 3a. What is the time to seeding in the land uses? Rating: ≤ 1 year Carnation is a perennial and plants under horticulture conditions are grown for 2-4 years before being replaced. Flowers appear within one year of planting, and theoretically seed production would occur within one year of planting. 3b. What is the annual seed production in the land use per square metre? Rating: Low in all relevant land uses Horticulture carnation is rarely grown from seed, because high heterozygosity reduces reliability of plants to produce offspring of the same phenotype. Any carnations grown as ornamentals in gardens are unlikely to set seed owing to a highly modified flower morphology that makes pollination by insects extremely difficult. 3c. Can carnation reproduce vegetatively? Under natural conditions, carnation cannot reproduce by vegetative propagation. 4. Long distance seed dispersal (more than 100m) by natural means in land uses 4a. Are viable plant parts dispersed by flying animals (birds and bats)? Rating: Unlikely in all relevant land uses There is no evidence that flying animals play a role in the dispersal of carnation seeds. 4b. Are viable plant parts dispersed by wild land based animals? Rating: Unlikely in all relevant land uses Carnation seeds do not possess adaptations for dispersal on the exterior (fur) of animals (e.g., hooks or spines). 4c. Are viable parts dispersed by water? Rating: Unlikely in all relevant land uses Dispersal of viable seed by water is theoretically possible, for example through flooding or irrigation run-off, but production of seed to disperse is unlikely. 4d. Are viable parts dispersed by wind? Rating: Unlikely in all relevant land uses Wild carnation seed spread is facilitated by wind moving the seed head to release the seeds. 5. Long distance seed dispersal (more than 100m) by human means in land uses: 5a. How likely is deliberate spread via people? Rating: Occasional in all relevant land uses Carnation seed is available for purchase to grow plants as ornamentals. 5b. How likely is accidental spread via people, machinery and vehicles? Rating: Unlikely in all relevant land uses Carnation seed is unlikely to be accidentally spread. Seeds would be grown deliberately by people who would like the plants in their gardens, and likelihood of accidental spread is low.
Biology Graduation Information 2019 (Updated May 16, 2018) Ceremony Location Carmichael Arena (inside and air-conditioned!) 310 Rd, Chapel Hill, NC 27599 Enter only through the doors next to Hooker Field Doors open at 5:30 PM - Because there is a large ceremony ahead of the Biology Ceremony, the doors will open no earlier than 5:30 PM to allow for their guests to leave and for the staff of Carmichael to prepare the arena for our ceremony. We cannot guarantee that the Carmichael doors will be opened before 5:30 PM. Please plan accordingly. We suggest that you pack your patience and your own bottled water. Ceremony Time 6:00 PM – 7:30 PM Reception Location Hooker Field (next to Carmichael Arena) Outside – light refreshments & drinks will be covered by tents Reception Time 7:30 PM – 8:30 PM Weather Temperatures can range from middle 70’s to low 90’s! Be prepared if you have to wait to get into the Arena. WE ENCOURAGE YOU TO BRING YOUR OWN BOTTLED WATER!!! Light refreshments and drinks will be available at the reception only after the ceremony. There are water fountains inside Carmichael.
Upper Division Coursework (Typically 3000-4000 Level Courses) +60 credit +20 COURSES REQUIRED JUNIOR (60-89 credit SENIOR (+90 credit hours) GRADUATION (apply 2 semesters BEFORE completion) Visit: 120 credit hours COMPLETION OF 40 – 41 TOTAL COURSES MAKE SURE EVERY CLASS COUNTS TOWARDS GRADUATION TOTAL NUMBER OF OUTSTANDING COURSES UNTIL GRADUATION Course Substitutions (Requires original course description) Area Required Course Substitution Credit Hours Earned Approved Advisement Notes Date Advisor Comments
Learning Objective: By reading a set of introductory notes, you will learn about the parts of the digestive system and their functions. Suggested Timeline: 1.5 hours Materials: An Introduction to Digestion (Student Handout) computers with internet access QUIZ – An Introduction to Digestion (Student Handout) Method: Complete their vocabulary list on ‘An Introduction to Digestion’ (Student Handout) by using their student handout notes and/or other textbooks or resources available. Read through their handout and answer the question at the end. Assessment and Evaluation: Assessment of student understanding via answers to assigned questions Student on quiz
the extent to which the explanations given are clear, concise, and are explained in a way that another student in the class would understand /15 science student would understand information given is summarized well and provides enough detail for a good understanding of the disorder researched understand all of the information as it is presented too much or not enough detail given so that the reader’s understanding would be lacking student would not understand much of the information, since too much or not enough detail is given explanations are confusing 6 4 2 Creativity and Presentation Style the extent to which the student displays the information in a way that is unique and ‘grabs’ the attention of the viewer how well the student adheres to the expectations for presentation format /6 title is large, centered, neat and descriptive information is handwritten clearly and large enough to read information is presented in a way that will surely attract attention and enhance ones understanding of the information at least 3 sources are cited clearly on one of the posters is visible and fairly neat information is handwritten and clearer some creative elements present, but it is likely that the reader’s understanding is not enhanced by these 2-3 sources cited clearly title is not large enough and/or lacks neatness information is not handwritten clearly it is unlikely that the method of presentation would attract a reader 1-2 sources cited 4 2 0 Timing Submission on time posters are put up and taken down at the times designated by your teacher /4 Submission on the assigned day posters are put up AND taken down at the correct time (as set out by your teacher) all materials are taken care of and the area is left clean of debris (ie: staples, bits of tape) Submission delayed but comes after reminder posters are EITHER put up or taken down at the correct time, but not both most debris is removed Submission not done even after reminders posters are NEITHER put up nor taken down at the correct time some materials and debris are left behind
Sample assessment outline Biology – General Year 12 Unit 3 and Unit 4 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Due date Assessment task Science inquiry 30% 7.5% Semester 1 Week 4 Task 1: Reproduction in flowering plants – microscopic examination of pollen grains 7.5% Semester 1 Week 9 Task 3: Structure of DNA – model of DNA 15% Semester 2 Week 15 Task 10: Long-term project – investigation of a local environment or a threatened species, collection of data and interaction with community group/s Extended response 20% 10% Semester 1 Week 12 Task 5: Natural selection – research assignment followed by an in-class validation exercise 10% Semester 2 Week 10 Task 8: Case study – threats to migratory species – research assignment followed by an in-class validation exercise Test 35% 8.75% Semester 1 Week 8 Task 2: Reproduction – asexual and sexual reproduction, reproduction in flowering plants animals, life cycles of flowering plants, insects/amphibians and Australian marsupials, science inquiry 8.75% Semester 1 Week 15 Task 6: Inheritance and change – DNA, mutations, sex determination, variation and natural selection, selective breeding, science inquiry 8.75% Semester 2 Week 7 Task 7: Ecosystems – communities and populations, energy flow, science inquiry 8.75% Semester 2 Week 14 Task 9: Biodiversity – unique WA biodiversity, world heritage sites, biodiversity hotspots, threats to biodiversity, science inquiry Externally set task 15% 15% Semester 1 Week 13 Task 4: A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority> Total 100% 100%
2013 7 (b) ii 1 2 Question Acceptable Answer Not acceptable Mark 7 (b) ii Small Soluble both correct either = (accept both answers on one line as long as not negated by additional incorrect information) Int 2 2011 A Q2 The diagram below shows a model cell that was set up to investigate diffusion through a selectively permeable membrane. Iodine is a small, soluble molecule. Marks Predict the colour changes which would be observed after one hour.
2013 B Q1 (b) i &ii The diagrams below show two cells. Marks (i) The plant cell is placed in a hypertonic solution. Describe the appearance of the cell after one hour. 1 (ii) Explain why the animal cell would stay the same size when it is placed in an isotonic solution. 2 Question Acceptable Answer Not acceptable Negates Mark 1 (b) i Vacuole/cytoplasm shrunken Membrane/cytoplasm pulled away from wall/cytoplasm concentrated Plasmolysed/flaccid Other single words eg shrunken Plasmolysis It/cell shrinks 1 ii no net water movement/ equal water/osmosis in and out Equal (water/salt) concentration inside and out/ no concentration gradient Nothing happens Water does not move in or out Solution moving Water/salt equal Any reference to cell wall 1 1 Int 2 2013 B Q4 A model cell was made using a visking tubing bag filled with a starch and amino acid solution. It was placed into a beaker of water and left for two hours. Marks
(d) Complete the following word equation for the enzyme catalase. 1 Question Acceptable Answer Not acceptable Mark 4 (a) enzyme has an active site (must be clear active site on enzyme) enzyme/active site is complementary/matching to substrate Same shape enzyme/active site Enzyme fits substrate (or vice 1 1 (b) denatured/ changes reduced activity/ stops working destroyed 1 (c) pH OR concentration of enzyme/substrate [any other correct eg Higher] concentration 1 (d) water and oxygen [any order] both for 1 mark 1
2 Question Acceptable Answer Not acceptable Mark 5 (b) increasing increases both correct = 1 1 (c) X carbon dioxide (concentration) / Lack of carbon dioxide Y temperature / temperature too low both correct = 1 temperature too high 1 (d) carbon dioxide glucose starch 3 correct = 2 1 / 2 correct = 1 2 St Gr. 2013 Q5 (a) ii & (b) Two gardeners compared their tomato crops. Both grew 10 plants of the same variety in a greenhouse. One gardener altered the environmental conditions in his greenhouse to increase the rate of photosynthesis. His plants yielded 720 tomatoes. The other gardener only produced 480 tomatoes. Marks (ii) Describe two changes to the environmental conditions in the greenhouse which could have increased the rate of photosynthesis. 1 2 1 (b) (ii) Name a tissue in the leaves of plants in which photosynthesis takes place. 1
Question Acceptable Answer Unacceptable Answer Negates Marks 8 (a) i homozygous different letters 1 ii HH hh Both Any other letter used 1 iii purple 1 (b) i No gametes ii 1:1 or 2:2 The need for transport StGr 2011 Q 7 (c) The diagram below represents a structure found in the small intestine. The arrows show the direction of the flow of fluids through the structure. i What is the name of this structure? 1 ii letter identifies the position of the fluid with the highest glucose content, after the absorption of digested food? 1 iii letter identifies the position of the fluid with the highest fat content, after the absorption of digested food? 1 Question Acceptable Answer Unacceptable Answer Marks 7 (c) i Villus / villi Villius 1 ii A 1
Blood vessel Features Function Thick muscular walls Narrow central channel Pulse Carry blood away from heart under high pressure. Thin muscular walls Wide central channel Contain valves Carry blood towards the heart under low pressure. Thin walled (one cell thick) Large surface area They form networks at organs and tissues to allow efficient exchange of materials.
TRAVEL FELLOWSHIP APPLICATION FORM [OPTIONAL] Few still available! Email completed form to aging@immunol.a-star.edu.sg by 22nd September 2017 Registration & Payment (SGD450) by 15 October 2017 Full Name: Email Address: Nationality: Lab/Department: Institute: Current Appointment: (e.g. 3rd year PhD student, 2nd year Postdoc etc.) Research Fields of Interest: (e.g. aging, autophagy, senescence, inflammation) Education and Appointments: Format: Year-Year: University Name/Company, Qualification Attained/Position 1. 2. 3. 4. 5. Publications: Format: A. Author, B. Author, C. Author, and D. Author: Title. Journal Name. Vol. Page-page (year) 1. 2. 3. 4. 5. Travelling to Singapore from: (Country) Travel Fellowship Application Amount: Please select 1 SGD600 (travelling from Asia & South East Asia) SGD800 (travelling from Australia & New Zealand) SGD1,200 (travelling from Europe & Africa) SGD1,800 (travelling from North & South America)
brown spot Corynespora cassicola lesions in spores are produced occur on the stem, fruits, petioles and leaves chlorothalonil Phytophthora fruit rot and root rot Phytophthora palmivora fruit surface is covered by a whitish mycelium and numerous sporangiophores; the fruits become brown-blackish and drop; firm dark brown lesions appear on the roots and stem base; leaves wilt; roots develop a soft, wet rot. metalaxyl-M powdery mildew Oidium caricae; Oidiopsis taurica crown leaves develop yellow patches and white fungal growth; fruit shows circular white patches triadimenol; sulphur Pythium root rot Pythium spp. Yellowing and wilting of leaves; soft rot in the roots that may extend into the trunk metalaxyl-M Viral/ Phytoplasma yellow crinkle unknown phytoplasma old leaves turn yellow and then dry and fall; juvenile leaves develop a clawed appearance dieback Candidatus Phytoplasma australiense inner crown leaves become bunched and yellow then die; stem begins to die back from the top; fruit shrivels mosaic unknown phytoplasma crown leaves turn yellow and have shrivelled edges papaya ringspot virus (PRSV) early symptoms include yellowing and vein clearing in young leaves and sometimes severe blistering and leaf distortion. Dark concentric rings and spots or markings develop on the fruit which may turn tan-brown as the fruit ripens. papaya meleira virus necrosis of the tip and borders of young leaves; on green fruits, there is exudation of watery latex on the surface, which later becomes stained and darkened due to the oxidation of the latex * information taken from an InfoPest search, performed by GrowSearch Australia (Department of Primary Industries and Fisheries, Queensland) in September 2006; PaDIL (2005); OECD (2005); Walsh et al. (2006).
Biology Topics Paper 1 – will be on 15th May - pm Paper 2 – will be on the 11th June - am Paper 1 – Tuesday 15th May Paper 2 – Monday 11th June Cell Biology Cell Structure Cell Division Transport in Cells Homeostasis & Response Homeostasis Human Nervous System Hormonal Conditions in Humans Plant Hormones Organisation Principles of Organisation Animal Tissues, Organs & Organ Systems Plant Tissues, Organs & Systems Inheritance, Variation & Evolution Reproduction Variation & Evolution Genetics & Evolution Classification of living organisms Infection & Response Communicable Diseases Monoclonal Antibodies (Higher only) Plant Disease Ecology Adaptations, Interdependence & Competition Organisation of an Ecosystem Biodiversity and Human Interaction on Ecosystems Trophic Levels in an Ecosystem Food Production Bioenergetics Photosynthesis Respiration To revise online go to:
You Tube videos or TED Talks by authoritative sources. Wikipedia article, if substantiated by Tier 1 or Tier 2 references. Check the author’s authority. Author is an authority in the area. Solid CRAAP TEST score. Beware: Secondary sources are further removed from the research and may reflect the author’s biases or a hidden agenda. Tier 4 – Secondary (or Tertiary Sources) C Blog with no author or written by a non-expert. YouTube videos from sources with no authority or pseudo-authority. Newspaper article, if not written by a specialist. Reason not to use them: Too much opportunity for bias or misinterpretation of primary or good secondary sources. Assessment Rubric 2017.1 EVIDENCE OF YOUR JOURNEY Evidence and log are available showing the process that led to my final product. This includes An organized log and / or narrative showing sequence of your research process and synthesis of your product. May in include brainstorming, topic chooser, rough work; Research and note-taking Development of a “thick question” All deadlines met. Comments: Sophisticated (20) Acceptable (15) Very (5) No Evidence (0) RESEARCH QUALITY Excellent information selected Answers the question fully and supports your conclusion. Critical thinking evident Includes relevant background information. Comments: Sophisticated (25) Acceptable (15) Very Basic (5) No Evidence (0) COMMUNICATION OF LEARNING How well I shared what I found out. Oral presentation quality Articulated clearly in your own Correct posture Clear speaking (not reading) Good volume. Adjusts to audience. Able to answer probing questions related to topic. Visual work quality Written in your own words Neat, legible, attractive Correct spelling and grammar Poster is 40% graphics, 20% text, 40% space. Comments: Sophisticated (20) Acceptable (15) Very (5) No Evidence (0) DATA BASED INFOGRAPHIC *Original infographic has a main idea. *Data supports the main idea. Comments:
VCE Biology: Performance descriptors VCE BIOLOGY SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 4 Outcome 1 Analyse evidence for evolutionary change, explain how relatedness between species is determined, and elaborate on the consequences of biological change in human evolution. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Very limited analysis and explanation of the evidence for evolutionary change. Limited analysis and explanation of the evidence for evolutionary change. Satisfactory analysis and explanation of the evidence for evolutionary change. Detailed analysis and explanation of the evidence for evolutionary change. Comprehensive analysis and explanation of the evidence for evolutionary change. Very limited understanding and analysis of determinations of the relatedness between species. Limited understanding and analysis of determinations of the relatedness between species. Satisfactory understanding and analysis of determinations of the relatedness between species. Well-developed understanding and analysis of determinations of the relatedness between species. Thorough understanding and analysis of determinations of the relatedness between species. Limited description of the consequences of biological change. Some evidence-based discussion of the consequences of biological change. Satisfactory evidence-based discussion of the consequences of biological change. Well-articulated discussion of the consequences of biological change. Integrated and insightful evidence-based discussion of the consequences of biological change. Very limited analysis and explanation of the links between biology and culture. Some analysis and explanation of the links between biology and culture. Satisfactory analysis and explanation of the links between biology and culture. Well-considered analysis and explanation of the links between biology and culture. Sophisticated analysis and explanation of the links between biology and culture. Very limited analysis of information related to evolution presented in the public domain. Some analysis of information related to evolution presented in the public domain. Relevant analysis of information related to evolution presented in the public domain. Well-considered evaluation of science-based information related to evolution presented in the public domain. Insightful evaluation of information related to evolution presented in the public domain. Very limited use of biological terminology, representations, conventions and scientific data. Some appropriate use of biological terminology, representations, conventions and scientific data. Largely appropriate use of most biological terminology, representations, conventions and scientific data. Effective and appropriate use of biological terminology, representations, conventions and scientific data. Proficient and highly appropriate use of biological terminology, representations and conventions. KEY to marking scale based on the outcome contributing 30 marks Very low 1–6 Low 7–12 Medium 13–18 High 19–24 Very high 25–30
Empowering Students www.freekcsepastpapers.com BIOLOGY PP1 EXAM TERM 231/1 BIOLOGY PAPER 1 JULY/AUGUST TIME: 2 HOURS THEORY PAPER. Name: ………………………………………………Admission no ……..…............................. School: ……………………………………………… Candidate’s sign ………………… Date: ……………………………. INSTRUCTIONS TO CANDIDATES: Write your name andAdmission number in the spaces provided. Sign and write date of examination in the spaces provided above Answer all the questions in the spaces provided Use English only. For Examiner’s Use Only: QUESTIONS MAXIMUM SCORE CANDIDATE’S SCORE 1- 30 80
25.Explain why plants do not require an elaborate excretory system. (2mrks) …………………………………………………… 26. The diagram below shows the cross section of the root of plant as seen under a light microscope. Study it and answer the questions that follow. (a) On the diagram, (i) use a guideline and the letter E to label the epidermis. (1mrk) (ii) use a guideline and the letter Pto label the phloem. (1mrk) (b) (i). State the class to which the plant from where this section was obtained belongs. (1mark) …………………………………………………………………………………………… ……………………………………………………………………………………………… (ii). Give a reason for your answer. (1mrk) ……………………………………………………………………………………… ………………………………………………………………………………… 27.Describe the characteristics of a population. (3mrks) 28.. Classify the following into taxa shown below. (2 marks)
Cotyledon1 2. 3.2 (a) A – Rough endoplasmic reticulum; B – Lysosome; Rej. lysosomes. C - Mitochondrion; Rej. Mitochondria. D – Golgi bodies/apparatus ; W – Site of photosynthesis; X – Site of protein synthesis; Acc. Protein synthesis. Y – Containing hereditary materials/chromosomes/genetic material/manufacture of ribosome’s; Z – Site of attachment of respiratory enzymes; (c) NB: Labeling must be on the diagram. Award 0 if otherwise. (d) membrane folded into cristae; to increase the surface area of respiration; (e) (i) Packaging of proteins/lipids; (ii) Manufacture of lysosomes; (iii) Secretion of substances outside the cell; (Max 2mks) 3.A-Flower stalk; B-Petal; C-Sepal D-Fruit stalk F-Persistent style/remains ii) Beg; iii) Mesocarp and endocarp fleshy;/Sacculent; (any correct one) Many seeds embedded in the endocarp;
Questioning and Predicting Outcomes A student: develops and evaluates questions and hypotheses for scientific investigation Content Students: develop and evaluate inquiry questions and hypotheses to identify a concept that can be investigated scientifically, involving primary and secondary data (ACSBL001, ACSBL061, ACSBL096) modify questions and hypotheses to reflect new evidence Planning Investigations Outcomes A student: designs and evaluates investigations in to obtain primary and secondary data and information BIO11/12-2 Content Students: assess risks, consider ethical issues and select appropriate materials and technologies when designing and planning an investigation (ACSBL031, ACSBL097) justify and evaluate the use of variables and experimental controls to ensure that a valid procedure is developed that allows for the reliable collection of data (ACSBL002) evaluate and modify an investigation in response to new evidence Conducting Investigations Outcomes A student: conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-3 Content Students: employ and evaluate safe work practices and manage risks (ACSBL031) use appropriate technologies to ensure and evaluate accuracy select and extract information from a wide range of reliable secondary sources and acknowledge them using an accepted referencing style
Sample Assessment Schedule Biology – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Depth Study Presentation Microorganisms and macroorganisms in water Data analysis Darwin’s data from the Galapagos Research and report Practices used to restore a damaged ecosystem. Term 2, Week 6 Term 3, Week 2 Term 3, Week 9 Outcomes assessed BIO11/12-1 BIO11/12-2 BIO11/12-5 BIO11/12-7 BIO11-8 BIO11-9 Outcomes assessed BIO11/12-5 BIO11/12-6 Outcomes assessed BIO11/12-1 BIO11/12-2 BIO11/12-4 BIO11/12-5 BIO11/12-6 BIO11/12-7 BIO 11-11 Skills in Working Scientifically 20 20 20 60 Knowledge and understanding 10 10 20 40 Total % 30 30 40 100
BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information Maximum marks 10 identifies variables correctly chooses appropriate equipment Marks 1–3 chooses appropriate equipment to complete the practical investigation identifies variables correctly, including a number of controlled variables modifies the method as a result of testing 4–5 chooses appropriate equipment to complete the practical investigation assesses risks justifies the selection of variables modifies the investigation in response to new evidence Marks 6–8 chooses appropriate equipment to complete the practical investigation assesses risks and considers a range of issues justifies and evaluates the selection of variables evaluates and modifies the investigation in response to new evidence Marks 9–10 BIO11/12-5 Analyses and evaluates primary and secondary data and information Maximum marks 5 presents data with limited analysis 1 states trends, patterns and relationships in data and information with limited analysis states errors, uncertainty and limitations in data Marks 2 derives trends, patterns and relationships in data and information assesses error, uncertainty and limitations in data assesses validity and reliability of the investigation 3–4 derives trends, patterns and relationships in data and information assesses error, uncertainty and limitations in data assesses the relevance, accuracy, validity and reliability of primary and secondary data and suggests improvements to investigations Marks 5 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose Maximum marks 10 presents limited information Marks 1–2 communicates basic information through descriptive texts uses some scientific terminology Marks 3–5 presents a well-organised report selects and uses suitable forms of digital, visual written and/or oral forms of communication selects and applies appropriate nomenclature and scientific language to communicate Marks 6–8 presents a logical, report uses effective forms of digital, visual written and oral forms of communication uses scientific language to communicate comprehensive knowledge supports conclusions/ideas with evidence Marks 9–10
diffusion and osmosis (ACSBL046) examining the roles of active transport, endocytosis and exocytosis (ACSBL046) relating the exchange of materials across membranes to the surface area to volume ratio, concentration gradients and characteristics of the materials being exchanged (ACSBL047) produce a flow diagram to show the sequence and mechanisms involved in the ways molecules pass into the cell and are excreted carry out a practical investigation to compare the surface area to volume ratio between cells and the effectiveness of diffusion of substances throughout the cell. Using information and data collected: identify the trend between surface area to volume ratio and the effectiveness of diffusion outline the mathematical relationship between surface area and volume and the movement of substances into and out of cells use an appropriate mathematical model to make predictions about the surface area-to-volume ratio of objects and organisms of other shapes and sizes plan and carry out a practical investigation to determine the relationship between concentration gradients and the rate of diffusion describe the physical and chemical characteristics of materials that can be exchanged across membranes Structured Collect mathematical information in relation to the surface area to volume of a variety of geometric shapes Students: investigate cell requirements, including but not limited to: suitable forms of energy, including light energy and chemical energy in complex molecules (ACSBL044) matter, including gases, simple nutrients and ions removal of wastes (ACSBL044) Students: investigate the biochemical processes of photosynthesis, cell respiration and the removal of cellular products and wastes in eukaryotic cells recall the meaning of the terms autotroph and heterotroph relate these definitions to the energy, organic and inorganic nutrient requirements of cells recall the chemical reactions that occur in cells describing the reactants and products describe ways in which these organic and inorganic nutrients and wastes can be transported into and out of the cell recall the characteristics of the process of photosynthesis plan and conduct practical investigations to test for the products of photosynthesis plan and conduct practical investigations to determine the effect on the process of photosynthesis in regard to the: amount of light frequencies of presence of chlorophyll Extension Analyse secondary sourced information about the effects of body gases on respiration in humans and homeostasis
Sample Assessment Schedule Biology – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Task 4 Weighting % Model Building Building a model of DNA Depth Study Research and report on the role of developmental genes in evolution Practical Investigation Design and conduct a practical investigation Trial HSC Examination Term 4, Week 6 Term 1, Week 8 Term 3, Week 3 Term 3, Week 9 Outcomes assessed BIO11/12-3 BIO11/12-4 BIO11/12-6 BIO11/12-7 BIO12-12 Outcomes assessed BIO11/12-1 BIO11/12-4 BIO11/12-6 BIO11/12-7 BIO12-13 Outcomes assessed BIO11/12-1 BIO11/12-2 BIO11/12-3 BIO12-14 Outcomes assessed BIO11/12-1 BIO11/12-2 BIO11/12-3 BIO11/12-4 BIO11/12-5 BIO11/12-6 BIO11/12-7 BIO12-12 BIO12-13 BIO12-14 BIO12-15 Skills in Working Scientifically 15 10 25 10 60 Knowledge and understanding 5 10 5 20 40 Total % 20 20 30 30 100
Task 2: From what you have already learned about the organelles within cells, label the following diagram with as many as you can, you should be able to manage at least 10. Task 3: Some of the cell organelles are involved in the synthesis and modification of proteins, in the space below, draw a table which names all the organelles involved and their specific function in relation to synthesis or modification of proteins.
levels of life have systems of related parts 1. system – organized of related parts 2. celltissueorganorgan systemorganism example: 3. speciescommunityecosystembiosphere universe 4. ecosystem – physical environment with different species that interact with one another and with nonliving things Structure and function are related in biology 1. teeth have different structures and perform different functions (front teeth cut and back teeth grind) 2. heart muscle has different structure than arm muscle Organisms must maintain homeostasis to survive in diverse environments 1. Homeostasis – the maintenance of constant internal conditions in an organism 2. examples: D. Evolution explains the unity and diversity of life 1. Evolution – the change in living things over time 2. adaptation – an inherited trait that gives an advantage to individual organisms and is passed to future generations 3. All living things show both unity and diversity a. unity – all living things use the same DNA code b. no two living things have identical DNA Scientific Thinking and Processes Method 1. Observation – scientist make observations and examine previous research
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on ; processing, and interpreting data; and communicating findings. This strand is concerned with claims, investigating ideas, solving problems, reasoning, drawing , and developing -based arguments. Science investigations are activities in which ideas, predictions or hypotheses are tested, and conclusions are drawn in response to a question or problem. Investigations can involve a range of activities, including experimental testing, field work, locating and using information sources, conducting surveys, and using modelling and simulations. The investigation design will depend on the context and subject of the investigation. Science as a Human Endeavour Science concepts, models and theories are reviewed as their predictions and explanations are continually re-assessed through new evidence, often through the application of new technologies. This review process involves a diverse range of scientists working within an increasingly global community of practice. The application of science may provide great benefits to individuals, the community and the environment, but may also pose risks and have unintended consequences. As an ever-evolving body of knowledge, science frequently informs public debate, but is not always able to provide definitive answers. Science Understanding Science understanding is evident when a person selects and integrates appropriate science concepts, models and theories to explain and predict phenomena, and applies those concepts, models and theories to new situations. The Science Understanding content in each unit develops students’ understanding of the key concepts, models and theories that underpin the subject, and of the strengths and limitations of different models and theories for explaining and predicting complex phenomena. Science Understanding can be developed through the selection of contexts that have relevance to, and are engaging for, students. The science curriculum has been designed to provide jurisdictions, schools and teachers with the flexibility to select contexts that meet the social, geographic and learning needs of their students. Safety Science learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2011, in addition to relevant state or territory health and safety guidelines. Animal ethics Through a consideration of research ethics as part of Science Inquiry Skills, students will examine their own ethical position, draw on ethical perspectives when designing investigation methods, and ensure that any activities that impact on living organisms comply with the Australian code of practice for the care and use of animals for scientific purposes 8th edition 2013 ().
Week 2 1/19 Plant Evolution Campbell 17 take the quiz on blackboard, due on 1/24 Week 3 1/26 Plant Structure Campbell 31 essay Write a two page double spaced essay ion the topic "What is a plant?" How detailed? More than "a plant is a little green thing" but do not copy directly from outside sources. I want it in your own words, but incorporate all that you have learned about growth, reproduction, cells of plants etc. Essay due before you take exam 1 (10 pts) due on 2/7 Week 4 2/2 Plant Nutrition/Nutrient Transport Exam 1 Covers 16, 17, 31, 32 will be posted 2/7 at 12:00 AM and must be completed by 2/7 at 11:59 PM I will not reset this exam after 2/7 at 4:00 PM. Campbell 32 TBA Chapter summaries 16,17,31,32 due on 2/7. Week 5 2/9 Animals Campbell 18 Online Notes: Frog Lab then take the quiz on blackboard. due on 2/14 Helpful frog links: Week 6 2/16 Animals/Structure/Function Campbell 18, 20 take the quiz on blackboard, due on 2/28 Week 7 2/23 Immune Exam 2 Covers 18, 20, 24 will be available 2/28 at 12:00 AM until 2/28 at 11:59 PM. I will not reset this exam after 2/28 at 4:00PM Campbell 24 TBA Chapter summaries 18,20,24 due on 2/28.