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Biology Syllabus

Sekolah Nasional Bertaraf Internasional

BIOLOGY SYLLABUSSEKOLAH NASIONAL BERTARAF INTERNASIONAL

Tim Penyusun:

Irma Amalia

Nurul Fadhilah

Temu Rahayu

DINAS PENDIDIKAN MENENGAH DAN TINGGIPROPINSI DKI JAKARTA

2007 / 2008

Biology Syllabus


Grade XBiology Syllabus

Biology Syllabus


I. CHARACTERISTICS AND CLASSIFICATION OF LIVING ORGANISMS

1. UNDERSTANDING BIOLOGY AS A SCIENCE

Aims :1. Identification of biological scope, benefit, and risks of biology2. Describing biological objects and problems in a diffferent level of organisation (molecule, cell, tissues, organ, individu, population, ecosytem,

dan bioma).

Objectives :1. Students will understand about biological object, scope, branch, benefit of biology, and scientific work in biology2. Students will understand biological objects and problems in a diffferent level of organisation (molecule, cell, tissues, organ, individu,

population, ecosytem, dan bioma). about how to use their skills in learning IGCSE biology

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : Identifying biological branch

according problems examined Analysing biological benefits for

human and environment

Class activity : Students will find the information about

biological branch and the latest applications Students are ask to make mind mapping in a

form of poster Students will present the poster Students choose one theme of problems in

biology in different level of organisation insmall task groups and then regrouping so eachstudent can share task-group work withstudents who were in different task groups

Poster presentation feed back browsing skills presentaion rubrics (self

assesment)

6 x 45’

Resources: internet (website) , books articles, picture, chart, photo, poster equipment

Biology Syllabus


2. CHARACTERISTICS OF LIVING ORGANISMS

Objectives :Students will understand about characteristics of living organisms

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : list and describe the characteristics

of living organisms define the terms nutrition,

excretion, respiration, sensitivity,reproduction, growth andmovement

Class activity : Students watch movie and presentation Student demonstration on characteristic of

organism in groups

Groups discussion andindividual summary, studentswill also present it in front ofthe class

Observation of performance ingroups

9 x 45’

Resources:video+ w.s, movie about characteristic of living things

Biology Syllabus


3. CLASSIFICATION AND DIVERSITY OF LIVING ORGANISMS

Objectives :1. Students will understand about concept and use of a classificatory system2. Students will understand about the concept of adaptations of organisms to their environment, to be illustrated by examples wherever possible

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : define and describe the binomial

system of naming species andclassify the five main classes ofvertebrates using visible, externalcharacteristic features only(Core)

list the main features used in theclassification of the followinggroups: viruses, bacteria andfungi,and their adaptation to theenvironment, as appropriate(Extended)

Presenting the main features ofphylum in kingdom Protists, dantheir benefit to human

list the main features used in theclassification of the followinggroups: flowering plants(monocotyledons anddicotyledons), arthropods (insects,crustaceans, arachnids andmyriapods), annelids, nematodesand molluscs, using visible,external characteristic featuresonly

Describe phylum in animalkingdom and the benefits for

Class activity : Field trip to the nearest zoo

- Students classsifying five class ofVertebrate

- Students will make a list to compareeksternal characteristics of five class ofvertebrate

Students will find the information through themovie:- Viruses ( understanding viruses)- Bacteria (bacteria, viruses and allergy)

Students classify organisms belong to thiskingdom homework: Make summary aboutprotists and their benefit to human and presentit in a form of poster

Students compare external character:- flowering plants (monocotyl &dycotyl)- arthropods (insect, crustaceae, arachnidea,

myriapods)- annelids- nematodes- molluscs

Students find the information about thefeature in Phylum in animal kingdom andDivisio in plant kingdom with pictures andtheir role for life survival on earth:- students make 'mind maping' in the form

Oral questioning, Student'sworksheet, and continue withclass discussion

Students take notes when themovie plays, they will sharetheir notes with other friend ingroup, they will discuss it ingroups and find additionalinformation from internet tomake a presentation aboutvirus

Poster presentation,observation on studentsperformance

Make a list of comparison anddiscuss it in group (peerlearning)

Observation on making posterpresentation and classdiscussion

24 x 45’

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timehuman

Describe divisio in plant kingdomand their role for life survival onearth

of poster- Students present their poster

Resources: Animal in the zoo, textbook, picture. Book, CD, Internet School Yard

4. SIMPLE KEYS

Objectives :Students will understand the concept about how to use simple dichotomous keys based on easily identifiable features

Learning Outcomes Possible Activities Assessments TimeAll students should be able to :

Class activity :Students classifying office equipment in theirclass (pocket, money, bags, class equipment, etc)Students will create their own categories togroup those equipment

Oral questioning, Student's worksheet class discussion

3 x 45’

Resources:Class equipment

Biology Syllabus


II. ORGANISATION AND MAINTENANCE OF THE ORGANISM

1. CELL STRUCTURE AND ORGANISATION

Objectives :Cellular nature of all living organisms

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : identify and describe the structure

of a plant cell (palisade cell) andan animal cell (liver cell), as seenunder a light microscope

describe the differences instructure between typical animaland plant cells

relate the structures seen under thelight microscope in the plant celland in the animal cell to theirfunctions (Extended)

Class activity : Introduction to laboratory safety rule &

Laboratory format (ppt n hand out) Laboratory tour and symulation 'e' microscope

(magnificant and adjustment) virtual lab compare plant cell (palisaade cell)

and an animal cell (liver cell), as seen under alight microscope- work sheet- individual report

Observation of student'sperformance

Skills test on laboratoryexperiment

Work sheet of introduction tomicroscope -

Work sheet of "e "microscope

Work sheet venn diagramcomparing plant and animalcell

Individual laboratory report

3 x 45’

Resources:Books, Internet access

Biology Syllabus


2. LEVELS OF ORGANISATION

Objectives :Modification of cell structure for specific functions

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : calculate magnification and size of

biological specimens usingmillimetres as units.

define tissue and relate thestructure of the following to theirfunctions:ciliated cells in respiratory





playing games to learn why different cellhave different function and differ betweencell, tissue, organ and organ system

individual work sheet : cell crosswords individual work sheet : essay WS in cell Overview about the topic




Work sheet of "e " microscope Work sheet venn diagram

comparing plant and animalcell

Individual laboratory report mind maping Essay WS in cell work sheet

3 x 45’

Resources:Cell cards, Worksheet, books, Internet access

Biology Syllabus


3. SIZE OF SPECIMENS

Objectives :Modification of cell structure for specific functions


define organ and organ system, asillustrated by examples covered inSections II and III.





playing games to learn why different cellhave different function and differ betweencell, tissue, organ and organ system

individual work sheet : cell crosswords individual work sheet : essay WS in cell Overview about the topic




Work sheet of "e " microscope Work sheet venn diagram

comparing plant and animalcell

Individual laboratory report mind maping Essay WS in cell work sheet

3 x 45’

Resources:Cell cards, Worksheet, books, Internet access

Biology Syllabus


4. MOVEMENT IN AND OUT OF CELLS

Objectives :1. Diffusion2. Active Transport3. Osmosis

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : define diffusion as the movement

of molecules. describe the importance of gaseous

and solute define active transport and discuss

its importance as an energy-consuming process by whichsubstances are transported againsta concentration gradient, e.g. ionuptake by root hairs and uptake ofglucose by epithelial cells of villi(Extended)

define osmosis as the passage ofwater molecules from a region oftheir higher concentration to aregion of their lowerconcentration, through a partiallypermeable membrane

describe the importance of osmosison the uptake of water by plants,and its understand the concept of awater potential gradient

Class activity : Students are given task prior to coming into

the class: 'find in the internet about "Howsubstances get in and out of cells"They have to make 2 output :

1) individual report2) group presentation

Students makes their own presentation rubricand prepare for the presentation and afterpreparation they discuss about thepresentation facilitated by teacher

individual report group presentation rubrik presentation

9 x 45’

Resources:Books, Internet resources

Biology Syllabus


5. ENZYMES

Objectives :Enzymes

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : define the term catalyst define enzymes as proteins that

function as biological catalysts describe the effect of changes in

temperature and pH on enzymeactivity

describe the role of enzymes in thegermination of seeds, and theiruses in biological washingproducts and in the food industry

outline the use of microorganismsand fermenters to manufactureenzymes for use in biologicalwashing powders (Extended)

Class activity : review student homework about enzym with

trivia quiz watching animation about enzyme quiz about the movie home work: resume information about

"Enzyme in Application"

trivia quiz work sheet Individual report

6 x 45’

Resources:Enzyme Animation, Internet access

Biology Syllabus


6. NUTRITION

Objectives :1. Nutrients2. Plant nutrition: Photosynthesis as the fundamental process by which plants manufacture simple sugars from raw materials

a. Photosynthesisb. Leaf structurec. Mineral requirements

3. Animal nutrition: Diet as a balance between food intake and energy, growth and health requirementsa. Dietb. Human alimentary canalc. Mechanical and physical digestiond. Chemical digestion: The significance of producing small, soluble moleculese. Absorptionf. Assimilation


define nutrition as the obtaining oforganic substances and mineral ionsfrom which organisms obtain theirenergy and their raw materials forgrowth and tissue repair

Class activity : skimming, reading and make a summary from

chapt10 answer the following work sheet home work : prepare group presentation for

next topic

Group discussion and share in theclass

3x 45'

list the chemical elements thatmake up: carbohydrates, fats,proteins

describe the synthesis of largemolecules from smaller basicunits, i.e. simple sugars to starchand glycogen, amino acids toproteins, fatty acids and glycerolto fats and oils

describe tests for:

Students will divide list of group of foodbased on their different chemical elements andmake a list of their chemical elementsPractical work for:

- starch (iodine solution)- reducing sugars (Benedict's solution)- protein (biuret test)- fats (ethanol)

Students make report in form of group report Students prepare presentation rubric and doing

Student's Laboratory report Presentation rubrics

6 x 45'

Biology Syllabus


Learning Outcomes Possible Activities Assessments Time- starch (iodine solution),- reducing sugars (Benedict's

solution),- protein (biuret test),- fats (ethanol)

list the principal sources of, anddescribe the importance of:

- carbohydrates- fats- proteins- vitamins (C and D only)- mineral salts (calcium and

iron only)

peer observation Students present group report Teacher as the facilitator

describe the use of microorganismsin the food industry, withreference to yoghurt, bread andsingle cell protein

describe the uses, benefits andhealth hazards associated withfood additives, includingcolourings

worksheet reading guide line 6 x 45'

define photosynthesis and state theequation for the production ofsimple sugars and oxygen in words

describe the intake of the rawmaterials, the trapping and storingof energy (conversion of lightenergy into chemical energy), theformation of food

state the equation forphotosynthesis in symbols

define the term limiting factor andinterpret (as limiting factors that

25 term related with photosynthesis searching articles about photosynthesis with

guide lines rubric. overview material with a discussion quiz about photosynthesis Photosynthesis project

Project and assignments 6 x 45'

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timeaffect photosynthesis) the effectsof light intensity and carbondioxide concentration

explain the use of carbon dioxideenrichment

identify the cellular and tissuestructure of a dicotyledonous leaf, asseen in cross-section, and demonstratethe significance of these features interms of functions, i.e. distribution ofchloroplasts – photosynthesis, stomataand mesophyll cells – gas

practical works: students identify microscopicfeatures of cross-section dycotyledonous leafthen draw the featurespresentate a model of cross-sectiondycotyledonous leaf and related the structure andfunction

Student's Laboratory report 6 X 45"

describe the importance of: nitrateions for protein synthesismagnesium ions for chlorophyllsynthesis

describe the uses, and the dangersof overuse, of nitrogen fertilisers

explain: the effects of nitrate ionand magnesium ion deficiency onplant growth (Extended)

virtual observation about nutrient deficiency in aplant - discussion and conclusion

worksheet observation 3 x 45'

understand the concept of abalanced diet

describe: a balanced diet related toage, sex and activity of anindividual

the effects of malnutrition inrelation to starvation, coronaryheart disease, constipation andobesity

the effects of alcohol and th discuss: the problems of world

food supplies the problems which

Reading article self test:

- connect to www.mypyramid.com to testproper diet with gender, age and activity-make personal daily diet poster basedon result of mypyramid

- over view the material- interprate information from the

movie:"We are What We eat" discuss case study:

the effects of malnutrition in relation tostarvation, coronary heart disease,

rubric daily diet worksheet of the movie Articles Worksheet

6 x 45'

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timecontribute to famine (unequaldistribution of food, drought andflooding and increasingpopulation) (Extended)

constipation and obesity, the effects ofalcohol, the problems of world food supplies,the problems which contribute to famine,(unequal distribution of food, drought andflooding and increasing population)(Extended)

identify the gross structure of thealimentary canal and associatedorgans (mouth, oesophagus,stomach, small intestine:duodenum and ileum, largeintestine: colon and rectum, anus,pancreas, liver)

define ingestion, digestion,absorption, assimilation

demonstration about human dygestion canalwith visking tubing

digestive system games

Student's Laboratory report 6 X 45"

identify the types of human teethand describe their functions

state the causes of dental decayand describe the proper care ofteeth

describe the processes of chewingand peristalsis

explain the probable action offluoride in reducing tooth decayand present arguments for andagainst its addition to public watersupplies (Extended)

simulation and demonstration of what happensat each stage of digestive process

Poster and project assignments

work sheet report presentation

9 x 45'

describe: digestion in the alimentarycanal the functions of a typicalamylase, protease and lipase, listingthe substrate and end-products

Role play student's performances rubric 3 x 45'

identify the small intestine as theregion for the absorption of

poster Assignments

student's performances rubric worksheet

6 X 45"

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timedigested food

describe the significance of villi inincreasing the

describe the structure of a villus,including the role of capillariesand lacteals

indicate the role of the hepaticportal vein in the transport ofabsorbed food to the liver(Extended)

describe: the role of the liver in themetabolism of glucose and in thedestruction of excess amino acidsthe role of fat as a storagesubstance

define deamination as removal ofthe nitrogen containing part ofamino acids as urea, followed byrelease of energy from theremainder of the amino acid

Students presentation student's performances rubric 6 x 45'

Resources:- internet (website) , books articles, picture, chart, photo, poster equipment- Laboratory equipment for the test- http://www.questacon.edu.au/html/assets/pdf/The_Digestive_System.pdf

Biology Syllabus


7. TRANSPORTATION

Objectives :1. Transport in plants : Water uptake, Transpiration - define transpiration, Translocation2. Transport in humans : Heart, Arteries, veins and capillaries, Blood

Learning Outcomes Possible Activities Assessments TimeStudents should be able to: identify root hair cells, as seen

under the light microscope, anddescribe their functions

describe the passage of waterthrough root, stem and leaf

discussion and presentation student's performances rubric 3 x 45'

describe: how water vapour loss is relatedto cell surfaces, air spaces and stomatathe effects of variation of temperature,humidity and light intensity ontranspiration rate how wilting occurs

make poster rubrik poster and presentation 6 x 45'

explain the mechanism of wateruptake and movement in terms oftranspiration producing a tension('pull') from above, creating awater potential gradient in thexylem, drawing cohesive watermolecules up the plant.

discuss the adaptations of the leaf, define translocation in terms of the

movement of sucrose and aminoacids from regions of productionor of storage to regions ofutilisation in respiration or growth(Core)

describe translocation throughoutthe plant of applied chemicals,

student find the definition about translocationby browsing and make a note

homework : resume about leaf

work sheet 6 x 45'

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timeincluding sy

describe: the gross structure andfunction of the heart the effect ofexercise on heart beat

list the likely causes of a heartattack (diet, smoking and stress),and preventive measures

Presentation with theme: the gross structure and function of the heart the effect of exercise on heart beat causes of a heart attack (diet, smoking and

stress), and preventive measures describe: the structure and functions of

arteries, veins and capillaries explain how structure and function are related

in arteries, veins and capillaries

rubrik presentation 6 x 45'

describe: the structure andfunctions of arteries, veins andcapillaries the double circulatorysystem

explain how structure andfunction are related inarteries, veins and capillaries

identify blood cells, as seen undera light microscope

describe: the components of bloodthe functions of blood, includingclotting (no details of clottingrequired) the transfer of materialsbetween capillaries and tissuefluid (Core)

describe the

virtual lab: find the identity blood cells and find theinformation of: component of blood, function ofblood and transfer of materials between capilaries andtissue fluid

work sheet 3 x 45'

Resources:books, articles, newspaper, journal and internet, poster equipment

Biology Syllabus


8. RESPIRATION

Objectives :1. Aerobic respiration2. Anaerobic respiration3. Gaseous exchange

Learning Outcomes Possible Activities Assessments TimeDefine respiration as the release of energyfrom food substances in all living cells define aerobic respiration state the equation for aerobic

respiration, using words name and describe the uses of

energy in the body of humans(Core)

state the equation for aerobicrespiration using symbols(Extended)

Making 3 dimension model of breathing process student's performances rubric 6 x 45 '

define anaerobic respiration state the equation for anaerobic

respiration in muscles and yeast,using words

describe the role of anaerobicrespiration in brewing andbreadmaking

describe the production of lacticacid in muscles during exercise

compare aerobic respiration andanaerobic respiration in terms ofrelative amounts of energyreleased

e learning from the internet discussion and conclusion

work sheet 3 x 45'

list the features of gaseousexchange surfaces in animals

Poster and project assignments on gaseous exchange. student's performances rubric 6 x 45 '

Biology Syllabus


Learning Outcomes Possible Activities Assessments Time state the differences in

composition between inspired andexpired air

describe a test for carbon dioxide describe: the effects of physical

activity on rate and depth ofbreathing the effect

Resources:project equipment, Internet access

Biology Syllabus


9. EXCRETION IN HUMANS

Objectives :The necessity to remove toxic waste products of metabolism

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : define excretion as the removal of

toxic materials, the waste productsof metabolism and substances inexcess of requirements fromorganisms

describe: the function of thekidney simply in terms of theremoval of urea and excessivewater and the reabso

describe filtration of water,glucose and salts out of the blood,followed by reabsorption ofglucose, most of the water andsome of salts back into the blood,leading to the concentration ofurea in the urine, and loss ofexcess water

explain dialysis machine

case studies : diseases related to kidney function andcompare to healthy kidney (5W+H)alt. mtd: comprehenship group works

rubric presentation 9 X 45'

Resources:books, articles, magazines, internet tools: computer, LCD

Biology Syllabus


10. COORDINATION AND RESPONSE

Objectives :The ability to detect and to respond to internal and external stimuli:

1. Hormones2. Tropic and taxic responses3. Nervous control in humans4. Homeostasis5. Drugs

Learning Outcomes Possible Activities Assessments Time

'Define hormone

games : body map of hormones (named,identify and located and / explain function(extendeed )

wrapping up : presentation of each group extendeed : feedback mechanism flowchart

rubric presentation

9 x 45'

describe the chemical control ofmetabolic activity by adrenaline

compare hormonal and nervoussystems

discuss the use of hormones infood production

roles play : simmulation massaging with hormonesand nervous mechanism.

student's performances rubric 6 X 45"

define geotropism andphototropism

describe simple behaviour in termsof the taxic responses ofinvertebrates

explain the chemical control ofplant growth by

auxins including geotropism andphototropism in terms of auxinsregulating differential gr

virtual and experimental works

student's report

9 X 45'

describe the human nervoussystem in terms of the central

roles play : simulation massaging with hormones andnervous mechanism.


Biology Syllabus


Learning Outcomes Possible Activities Assessments Timenervous system (brain and spinalcord as areas of coordination) andthe peripheral nervous system

define sense organs as groups ofreceptor cells responding tospecific stimuli: light, sound

distinguish between voluntary andinvoluntary actions

distinguish between rods andcones, in terms of function anddistribution (Extended)

diagram and modells of human senses:eyes, nose,skins, ears and ..taste

student's performances rubric 9 X 45'

define homeostasis as themaintenance of a constant internalenvironment

describe temperature regulation,and explain the effects of sweating,vasodilation and vasoconstrictiononly (Core)

describe the control of the glucosecontent of the blood by

presentation: feedback mechanism of hormones leadto homeostasis condition

student's performances rubric 9 X 45'

describe the effects of alcohol andheroin, and the dangers of theirmisuse

describe the personal and socialproblems arising from drug abuse,by reference to alcohol and heroin

presentate about efffect of each drug to physiologicalcondition (nerfous systs.etcz) and social effect.


Resources:books, articles, magazines, internet tools : body map and text, LCD, poster paper

Biology Syllabus


III. ORGANISATION AND MAINTENANCE OF THE ORGANISM

1. REPRODUCTION

Objectives :1. Asexual reproduction2. Sexual reproduction

a. Sexual reproduction in plantsb. Sexual reproduction in humans

3. Sexual reproduction4. Methods of birth control5. Sexually transmissible diseases

Learning Outcomes Possible Activities Assessments Time define asexual

reproduction describe asexual

reproduction in bacteria,spore production in fungiand tuber formation inpotatoes (Core)

discuss the advantagesand disadvantages to thespecies of asexualreproduction (Extended)

making poster : Sexual and asexualreproduction in plant and animals

Student will compare theavantages & disadvantagesof sexual and asexualreproduction

9 x 45"

define sexualreproduction (Core)

discuss the advantagesand disadvantages ofsexual reproduction(Extended)

9 x 45'

describe the structureand functions of the

movie: pollination identified and classified pollinator

Essai, List, Comparepollination and the specific

9 x4

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timeflower of a nameddicotyledonous plant

define pollination name the agents of

pollination compare the different

structural adaptations ofinsect-pollinated andwind-pollinated flowers

describe: the grow

and character of flower from movieand environtment.

discussion

structure 5"

Presentation (poster & ppt): Group works: Menstrual cycle and hormones Structural and function of

reproduction (male) structural and function of

reproduction (female) sexual intercourse, fertilization and

implantation fetus development

Individual works: (female) personal menstrual cycle (male) mating and production of

sperm in tubulus

Student's performance 9 x 45"describe: the structure andfunction of human male andfemale reproductivesystems, including themenstrual cycle sexualintercourse, fertilisation andimplantation thedevelopment of the fetus interms of placenta, maternaland fetal blood supplies and

movie : puberty identified secondary sexual

character

Student's report 3 x 45'

name and describe thefollowing methods ofbirth, control: natural,chemical, mechanicaland surgical (Core)

discuss the social aspectsof artificial insemination

Interview : parents contraception Klipping : the others kind of

methode of birth control Essay & debate : Sources from

Interview &/ internet about thesocial aspects of artificialinsemination and the use of

Student's presentation 9 x 45'

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timeand the use of hormonesin fertility drugs(Extended)

hormones in fertility drugs.

describe the symptoms,signs, effects andtreatment of gonorrhoea

describe the methods oftransmission of humanimmunodeficiency virus(HIV), and the ways inwhich it can beprevented fromspreading

outline how HIV affectsthe immune system

presentation: Sexually transmissiblediseases

Student's presentation 6 x 45 '

Resources:Presentation equipment, books, Internet access

Biology Syllabus


2. GROWTH AND DEVELOPMENT

Objectives :

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : define growth in terms of increase

in dry mass define development in terms of

increase in complexity describe the environmental

conditions affecting germination

Class activity :experiment : growth and dry mass

Student's report 6 x 45’


Biology Syllabus


3. INHERITANCE

Objectives :The transmission of genetic information from generation to generation, leading to continuity of, and variation within, the species:

1. Chromosomes2. Mitosis3. Meiosis4. Monohybrid inheritance5. Variation6. Selection7. Genetic Engineering

Learning Outcomes Possible Activities Assessments Time define the terms chromosome,

gene, allele, haploid and diploidnuclei

describe the inheritance of sex inhumans (XX, XY)

Animation : Related Genetics project : modells DNA, modells

Chromosemes, Caryotipe Gen Specific

Student's report and presentation 12 X 45'

Describe mitosis simply, in terms of theexact duplication of chromosomesresulting in identical daughter nuclei(details of stages are not required)

compare meiosis and mitosis from internet Student's report and presentation 6 X 45'

Describe the production of gametes bymeiosis simply, in terms of halving ofchromosome number leading to variation(details of stages are not required)


define the terms gene, allele,genotype, phenotype,homozygous, heterozygous,dominant and recessive

calculate and predict the results ofmonohybrid crosses involving 1 : 1and 3 : 1 ratios (Core)

Making family trees with inhereted disease (autosome&genosome)


Biology Syllabus


Learning Outcomes Possible Activities Assessments Time explain codominance and

inheritance of A, B, ABand

describe continuous anddiscontinuous variation asinfluenced by the environment andgenes, illustrated by height and A,B, AB and O blood groups inhumans

define mutation describe mutation as a source of

variation, as shown by Down'ssyndrome

outline the effects of radiation andchemicals onthe rate of mutation

Movie: Dolly Students presentation on different topics

Class discussion 6 X 45'

describe the role of artificialselection in the production ofvarieties of animals and plantswith increased economicimportance

define natural selection as thepassing on of genes by the bestadapted organisms (Core)

describe variation and state thatcompetition

leads to differential survival of,and reproduction by, thoseorganisms best fitted to theenvironment

assess the importance of naturalselection as a possible mechanismfor evolution

9 X 45'

Biology Syllabus


Learning Outcomes Possible Activities Assessments Time describe the development of strains

of antibiotic resistant bacteria as anexample of natural selection

define genetic engineering astaking a gene from one speciesand putting it into another species(Core)

explain why, and outline howhuman insulin genes were put intobacteria using genetic engineering(Extended)

3 X 45'


Biology Syllabus


IV. RELATIONSHIPS OF ORGANISMS WITH ONE ANOTHER AND WITH THEIR ENVIRONMENT

1. ENERGY FLOW

Objectives :

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : state that the Sun is the principal

source of energy input tobiological systems

describe the non-cyclical nature ofenergy flow

Class activity :Making an example of food web in one typedhabitat and show the role of the Sun

Student's presentation 6 X 45'

Resources:Books, Internet

Biology Syllabus


2. FOOD CHAINS AND FOOD WEBS

Objectives :Emphasis on examples occurring locally

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : define the terms food chain, food

web, producer, consumer,herbivore, carnivore, decomposer,ecosystems and trophic level

describe energy losses betweentrophic levels, and the advantagesof short food chains

describe and interpret pyramids ofbioma

Class activity : movie: any movie related with ecology field trip : ecosystem analysis relationship,

foodweb, trophic level, energy lose.

Student's presentation 9 X 45'

Resources:Books, Internet, Presentation equipment

Biology Syllabus


3. NUTRIENT CYCLES

Objectives :

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : describe the carbon and the water

cycles describe the nitrogen cycle in

terms of the role ofmicroorganisms in providingusable nitrogencontainingsubstances by decomposition andby nitrogen fixation in roots; theabsorption of these substances byplants and their conversion toprotein, followed by passagethrough food chains, death, decay,nitrification and denitrification andthe return of nitrogen to the soil orthe atmosphere (names ofindividual bacteria are notrequired)

discuss the effects of thecombustion of fossil fuels and thecutting down of forests on thebalance between oxygen andcarbon dioxide

Class activity :poster presentation : the carbon and the watercycles and the nitrogen cycle.

poster rubric 9 X 45 '


Biology Syllabus


4. POPULATION SIZE

Objectives :

Learning Outcomes Possible Activities Assessments TimeAll students should be able to : state the factors affecting the rate

of population growth, and describetheir importance (e.g. food, supply,predation and disease)

identify the phases of a sigmoidcurve of population growthresulting from the action of alimiting factor

explain the factors that lead to thelag phase, exponential phase andstationary phase in the sigmoidcurve of population growth

describe the increase in populationsize in the absence of limitingfactors (human population growth)and the social implications ofcurrent human survival rate

interpret graphs and diagrams ofhuman population growth

Class activity :field trip : cemetery analysis related to demografi.

Student's report and discussion 9 X 45 '


Biology Syllabus


5. BIODIVERSITY

Objectives :1. Biodiversity concept2. Indonesian Biodiversity


To differentiate the concept of similarityand diversity through the observation insurrounding environment.

Environmental observation List of comparison 3 X 45'

Comparing the features of biodiversity ongene, species, and ecosystem level.

movie: watching movie about Indonesian / trophicalbiodiversity to identify endemic species Endemic species list 6 X 45 '

Identify Indonesian biodiversity based onspecies diversity, ecosystem, and regioncharacteristics.Show the unique of IndonesianBiodiversity based on their dispersalregion.

Students shows the dispersal of Indonesian endemicspesies through many different presentation media

Report, Discussion, presentation 9 X 45'

Make an inventory of endemic plants andanimals in Indonesia and their value. Sudents make inventory lists Report, Discussion 6 X 45'

Write a scientific journal and collectingendemic organisms picture from theirorigin region

Scientific journal: endemic spesies in indonesia Writing task, discussion 9 X 45 '

Resources:Books, Internet access, presentation equipment

Biology Syllabus


Grade XIBiology Syllabus

Biology Syllabus


1. CELL STRUCTURE + CELL & NUCLEAR DIVISION

Content :1. The microscope in cell studies

- Cells as the basic units of living organisms- Detailed structure of typical animal and plant cells, as seen under the electron microscope- Outline functions of organelles in plant and animal cells- Characteristics of prokaryotic and eukaryotic cells- Replication and division of nuclei and cells

2. Understanding of chromosome behaviour in mitosis

Learning Outcomes Possible Activities Assessments Time- Compare and contrast the structure of

typical animal and plant cells;- Draw plan diagrams of tissues

(including a transverse section of adicotyledonous leaf) and calculate thelinear magnification of drawings;

Students doing practical in group work Pre assignment, Laboratory report

Explain and distinguish betweenresolution and magnification, withreference to light microscopy and electronmicroscopy;

Make comparison list

Use a graticule and stage micrometer tomeasure cells and be familiar with units(millimetre, micrometre, nanometre) usedin cell studies;

Student's are given task to differentiate and compareslide pictures with different resolution andmagnification

Pre assignments laboratory report

Describe and interpret drawings andphotographs of typical animal and plantcells, as seen under the electronmicroscope, recognising the followingmembrane systems and organelles - roughand smooth endoplasmic reticula, Golgiapparatus, mitochondria, ribosomes,lysosomes, chloroplasts, plasma/cell

Student's find the information about the structure ofthe cell organel and related it with the function andpresent it in a differentiated task.

PPT, Poster, 3D modle of the cellorganel

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timesurface membrane, nuclear envelope,centrioles, nucleus and nucleolus;Outline the functions of the membranesystems and organelles listed in (c);

Labelling picture diagram of plasma membrane andexplain the function. Labelling, Presentation and discussion

Describe the structure of a prokaryotic celland compare and contrast the structure ofprokaryotic cells with eukaryotic cells;

Make comparison list and picturediagram to see their differences.

Use the knowledge gained in this sectionin new situations or to solve relatedproblems.

Explore the organisms who have prokaryotic andeukaryotic cells that can be found in everyday life,sort them, find the similarities and differencesbetween these organism State the function of the organisms

Replication and division of nuclei andcells Using rope model to show replication model Demonstrate the replication

mechanismUnderstanding of chromosome behaviourin mitosis & meiosisDescribe, with the aid of diagrams, thebehaviour of chromosomes during themitotic cell cycle and the associatedbehaviour of the nuclear envelope, cellmembrane, centrioles and spindle (namesof the main stages are expected)

Students watching animation to see the chromosomesbehaviour during mitotic cycle and disscuss it ingroup and presentit in fron t of the class

PPT

Cancer Case Studies of people who died of different kind ofcancer

Group presentation and discussionabout cancer cause and prevention

Practical Work:- Practical making transverse section of plant cell and make a plan diagram, seeing the cheek cell under the microscope and compare different

kinds of unicellular cells- Practical using eyepiece graticule and stage micrometer

Biology Syllabus


2. BIOLOGICAL MOLECULES + CELL MEMBRANES & TRANSPORT + ENZYMES

Content :1. The structure of carbohydrates, lipids and proteins and their roles in living organisms2. Water and living organisms

Learning Outcomes Possible Activities Assessments TimeCarry out tests for reducing and non-reducing sugars (including semi-quantitative use of the Benedict’s test), theiodine in potassium iodide solution test forstarch, the emulsion test for lipids and thebiuret test for proteins;

Students doing practical in group work Pre assignments, laboratory report

Carbohydrat: alpha and beta glucose;glycosidic bond;molecular structure ofstarch (amylose and amylopectin),glycogen and cellulose and relate thesestructures to their functions in livingorganisms;

Watch animation and draw a model of each chemicalbond and show how it arranged each polymer;Compare the structure of glycogen and cellulose andrelate with their function in organism

Presentation and discussion

Lipid: triglyceride and a phospholipidStudents find information on the structure oftriglyceride and phospholipid and draw thecomparison in a large diagram

Poster presentation and classdiscussion

Protein: Structure of an amino acid and theformation and breakage of a peptide bond;primary structure, secondary structure,tertiary structure and quaternary structureof proteins and describe the types ofbonding (hydrogen, ionic,disulphide andhydrophobic interactions) that hold themolecule in shape; the molecular structureof haemoglobin as an example of aglobular protein, and of collagen as anexample of a fibrous protein and relate

Watching animation and make a simple diagram ofamino acid; make a model of primary, secondary ,tertiary and quartenary of amino acid and make a listand comparison of the bond found in that structure.

Demonstrate the difference of eachstructure

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timethese structures to their functions.Roles of water in living organisms and asan environment for organism; role ofinorganic ions in living organisms:

Watching the phenomenon of water properties andrelate it with the usage of water in our daily activities

Gather information and present it inPPT

The fluid mosaic model of membranestructure; including an outline ofthe roles of phospholipids, cholesterol,glycolipids, proteins and glycoproteins;roles of membranes within cells and at thesurface of cells;

Making 3D model of fluid mosaic model of plasmamembrane along with all the structure that are foundin it.

Students will explain the function ofeach structure found in the model.

The movement of substances into and outof cells: diffusion, osmosis, activetransport, facilitated diffusion, endocytosisand exocytosis & Gaseous exchange

Animation and worksheet to show the mechanism oftransport Worksheet

Explain that enzymes are globular proteinsthat catalyse metabolic reactions;Explain the mode of action of enzymes interms of an active site, enzyme/substratecomplex, lowering of activation energyand enzyme specificity;Explain the effects of competitive andnon-competitive inhibitors on the rate ofenzyme activity;Use the knowledge gained in this sectionin new situations or to solve relatedproblems.

Students watching animation about enzyme, itsstructure and mechanism of inhibition. They willmake 3D model of an enzyme, using plasticin andshow each part of the enzyme and demonstrate themechanism.

3D model presentation and classdiscussion

Follow the time course of an enzyme-catalysed reaction by measuring rates offormation of products (for example, usingcatalase) or rates of disappearance ofsubstrate (for example, using amylase);Investigate and explain the effects of

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timetemperature, ph, enzyme concentrationand substrate concentration on the rate ofenzyme-catalysed reactions, and explainthese effects;

Practical Work:- Practical work on reducing and non reducing sugar- Practical using potato in different solution- Practical using liver cell to demonstrate catalase enzyme with different treatment to see the effect of temperature and pH on catalase activity

3. GENETIC CONTROL OF PROTEIN STRUCTURE & FUNCTION

Content :1. The structure and replication of DNA2. The role of DNA in protein synthesis

Learning Outcomes Possible Activities Assessments TimeInvestigate the effects on plant cells ofimmersion in solutions of different waterpotential;The structure and replication of DNAState that a gene is a sequence ofnucleotides as part of a DNA molecule,which codes for a polypeptideGenomeSynthesis Protein

Practical Work:

Biology Syllabus


4. THE MAMMALIAN TRANSPORT SYSTEM, THE MAMMALIAN HEART, TRANSPORT IN MULTICELLULARPLANTS

Content :1. The need for, and functioning of, a transport system in multicellular plants2. The need for, and functioning of, a transport system in mammals3. The structure and functioning of the mammalian heart

Learning Outcomes Possible Activities Assessments TimeDescribe the distribution of xylem andphloem tissue in roots, stems and leaves ofdicotyledonous plantsDescribe the structure of xylem vesselelements, sieve tube elements andcompanion cells and be able to recognisethese using the light microscope;

pre assignment, lab work report

Describe how to investigateexperimentally the factors that affecttranspiration rate;Describe how the leaves of xerophyticplants are adapted to reduce water loss bytranspiration;


Describe the structures of arteries, veinsand capillaries and be able to recognisethese vessels using the light microscope;


Describe the structure of red blood cells,phagocytes and lymphocytes and explainthe differences between blood, tissue fluidand lymph;


Explain the need for transport systems inmulticellular plants and animals in termsof size and surface area to volume ratios;Define the term transpiration and explain

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timethat it is an inevitable consequence of gasexchange in plantsRelate the structure of xylem vesselelements, sieve tube elements andcompanion cells to their functionsExplain the movement of water betweenplant cells and between them and theirenvironment, in terms of water potentialDescribe the pathways and explain themechanisms by which water is transportedfrom soil to xylem and from roots toleavesExplain translocation as an energy-requiring process transporting assimilates,especially sucrose, between the leaves(sources) and other parts of the plant(sinks)Explain the translocation of sucrose usingthe mass flow hypothesis;Explain the relationship between thestructure and function of arteries, veinsand capillaries;Describe the role of haemoglobin incarrying oxygen and carbon dioxide;Describe and explain the significance ofthe dissociation curves of adultoxyhaemoglobin at different carbondioxide levels (the Bohr effect);Describe and explain the significance ofthe increase in the red blood cell count ofhumans at high altitude;

Biology Syllabus


Learning Outcomes Possible Activities Assessments TimeDescribe the mammalian circulatorysystem as a closed double circulation;Describe the external and internalstructure of the mammalian heart;Explain the differences in the thickness ofthe walls of the different chambers interms of their functions;Describe the cardiac cycle; Explain how heart action is initiated andcontrolled (reference should be made tothe sinoatrial node, the atrioventricularnode and the Purkyne tissue);

Practical Work:- plants transport system structure practical works- rate of transpiration practical works- blood vessel structure practical works- blood and their property practical works

5. GASEOUS EXCHANGE AND SMOKING & DISEASE

Content :1. The respiratory system2. Smoking and smoking-related diseases

Learning Outcomes Possible Activities Assessments TimeDescribe the structure of the human gasexchange system, including themicroscopic structure of the walls of thetrachea, bronchioles and alveoli with theirassociated blood vessels

Biology Syllabus


Learning Outcomes Possible Activities Assessments TimeDescribe the distribution of cartilage,ciliated epithelium, goblet cells andsmooth muscle in the trachea, bronchi andbronchiolesDescribe the functions of cartilage, cilia,goblet cells, smooth muscle and elasticfibres in the gas exchange systemDescribe the external and internalstructure of the mammalian heart;Explain the terms tidal volume and vitalcapacity;Describe the effects of tar and carcinogensin tobacco smoke on the gas exchangesystem;Describe the signs and symptoms ofemphysema, chronic bronchitis and lungcancerDescribe the effects of nicotine and carbonmonoxide on the cardiovascular systemwith reference to atherosclerosis, coronaryheart disease and strokes;Evaluate the epidemiological andexperimental evidence linking cigarettesmoking to disease and early death; Discuss the problems of cardiovasculardisease and the ways in which smokingmay affect the risk of developingcardiovascular disease;

Practical Work:

Biology Syllabus


6. INFECTIOUS DISEASES

Content :1. Cholera, malaria, tuberculosis (TB) and AIDS2. Antibiotics

Learning Outcomes Possible Activities Assessments TimeExplain what is meant by an infectiousdisease;Describe the causes of cholera, malaria,TB and HIV/AIDS;Explain how cholera, malaria, TB andHIV/AIDS are transmitted and assess theimportance of these diseases worldwideDiscuss the roles of social, economic andbiological factors in the prevention andcontrol of cholera, malaria, TB andHIV/AIDS (a detailed study of the lifecycle of the malarial parasite is notrequired);Discuss the global patterns of distributionof malaria and tuberculosis;

Students presents information consist of the causes,mechanism and roles of social, economic andbiological factors in the prevention and control of:- cholera- malaria (with global pattern in the world)-TB- HIV/AIDS ,and after that compare each information from eachdiseases

rubric performance

Outline the role of antibiotics in thetreatment of infectious diseases;

panell discussion about the role of antibiotics in thetreatment of infectious diseases

Practical Work:

Biology Syllabus


7. IMUNITY

Content :1. The immune system2. Vaccination

Learning Outcomes Possible Activities Assessments TimeRecognise phagocytes and lymphocytesunder the light microscope; practical works pre assignment and laboratory report

Describe the origin, maturation and modeof action of phagocytes; Explain the meaning of the term immuneresponse;Distinguish between B- and T-lymphocytes in their mode of action infighting infection and describe their originand functions;Explain the role of memory cells in long-term immunity; Relate the molecular structure ofantibodies to their functions; Distinguish between active and passive,natural and artificial immunity and explainhow vaccination can control disease;

Students in each groups make modells using poster,chart, 3D modells or animation describe origin,mechanism immune response

rubric performance

Discuss the reasons why vaccination haseradicated smallpox but not measles, TB,malaria or cholera;

Case study that discuss the reasons why vaccinationhas eradicated smallpox but not measles, TB, malariaor cholera;

work sheet

Practical Work:blood and their properties

Biology Syllabus


8. ECOLOGY

Content :1. Levels of ecological organisation2. Energy flow through ecosystems3. Recycling of nitrogen


Define the terms habitat, niche,population, community and ecosystem andstate examples of each;

Analogy with part of lego house to the terms habitat,niche, population, community and ecosystem inenvironment and annalyse information from themovie and mention the example.

Rubric performance and work sheet

Explain the terms producer, consumer andtrophic level in the context of food chainsand food webs;Explain how energy losses occur alongfood chains and discuss the efficiency ofenergy transfer between trophic levels;

Determine the terms producer, consumer and trophiclevel in the context of food chains and food webs andenergy flow and its efficiency trough a virtual wildlife trip

Virtual field report

Describe how nitrogen is cycled within anecosystem, including the roles ofmicroorganisms;

Students in each groups make modells using poster,chart, 3D modells or animation describe how nitrogenis cycled within an ecosystem, including the roles ofmicroorganisms

Rubric performance and work sheet

Practical Work:

Biology Syllabus


Grade XIIBiology Syllabus

Biology Syllabus


1. ENERGY AND RESPIRATION

Contents :1. The need for energy in living organisms2. Respiration as an energy transfer process3. Aerobic respiration4. Anaerobic respiration5. The use of respirometer

Objectives :1. Students will understand about the need for energy in living organisms2. Students will understand about respiration as an energy transfer process3. Students will understand about aerobic respiration4. Students will understand about anaerobic respiration5. Students will understand about the use of respirometer6. Student will able to use the knowledge gained in this section in new situation or to solve related problem

Learning Outcomes Possible Activity Assessments Time(a) outline the need for energy in livingorganisms, as illustrated by anabolicreactions,active transport, movement and themaintenance of body temperature;(b) describe the structure of ATP as aphosphorylated nucleotide;(c) describe the universal role of ATP asthe energy currency in all livingorganisms;

Class Activity : Discuss and brainstorming about the need for energy in dailylife activity (walking, breathing etc). Leadinto concept of molecular Energy ATP,ATP and ADP recycling process inreleasing phospate in order to gain Energy.Shows the structure of ATP as nucleotide,lead to remind the similarity between ATPstructure to nucleotide

Group work activity : Pupils presentatewith video shows their group performanceand explanation about point (b) to point(c). Emphasize on structure of ATP,release of

Mind maping posterVideo performance rubric with anemphasizing point on structure of ATP,release of energy when phosphate isremoved and its origin / recycling fromADP and inorganic phosphate, and theplace of reaction is in the level of cellular(from cytoplasm to membrane and innermembrane of mithocondria).

5x45’

Biology Syllabus


Learning Outcomes Possible Activity Assessments Timeenergy when phosphate is removedand its origin / recycling from ADPand inorganic phosphate

d) explain that the synthesis of ATP isassociated with the electron transportchain on the membranes of themitochondrion

Investigate the detail structure ofmithocondria through text book or internetto identify each place of synthesis of ATP.

Build up the idea from verbal discussionthat glycolysis is a series of metabolicreactions that take place in all living cells,in which energy contained in moleculessuch as glucose is used to make ATPmolecules.

Lecturing with the help of interisting andsimple flow diagrams to describeglycolysis as listed in the syllabus (nofurther more details to introduce)

Leading question related to importantconcept :- Emphasise the need for phosphorylationof glucose to make subsequent stageseasier;-the removal of hydrogen and itsacceptance by NAD- the production of a small amount ofATP- the production of pyruvate.- Students should know that this all takesplace in the cytoplasm, and happens invirtually every living cell.- Students should understand that, after thehexose is split into two identical triosemolecules, each of these is processed inexactly the same way

3x45’

(e) outline glycolysis as phosphorylationof glucose and the subsequent splitting ofhexose phosphate (6C) into two triosephosphate molecules, which are thenfurtheroxidised with a small yield of ATP andreduced NAD;

(f) explain that, when oxygen is available,pyruvate is converted into acetyl (2C)coenzyme A, which then combines withoxaloacetate (4C) to form citrate (6C);

- investigate ATP shyntesis in each stepand each place and presentate into varymedium

- wraping up by making class project(poster, ppt or performation) to combinethe whole process

Concept cotes :1. Krebs cycle to illustrate the following:- series of small steps- decarboxylation (release ofCO2)- dehydrogenation (production ofreduced NAD (or FAD) containinghydrogen atoms / protons and electronsfrom the respiratory substrate)

2. electron transport system toillustrate the following:

6x45’

Biology Syllabus


Learning Outcomes Possible Activity Assessments Time(g) outline the Krebs cycle, explainingthat citrate is reconverted to oxaloacetatein aseries of small steps in the matrix of themitochondrion (no further details arerequired);(h) explain that these processes involvedecarboxylation and dehydrogenation anddescribe the role of NAD;(i) outline the process of oxidativephosphorylation, including the role ofoxygen(no details of the carriers are required);

- regeneration of NAD from reduced NAD- production of 3 ATP from 3 ADP + 3inorganic phosphates- transport of electrons (from hydrogenatoms) down a chain of carriers- use of oxygen as a hydrogenacceptor at the end of the process,producing water as a waste product

(j) explain the production of a small yieldof ATP from anaerobic respiration and theformation of ethanol in yeast and lactatein mammals, including the concept ofoxygen debt;

describing the lactate pathway and theethanol pathwa y using an interactivediagram ( animation or video )

Students could carry out practical workrelating to anaerobic respiration in yeast.pathway and the ethanol pathway. Ensurestudents understand their importance inregenerating NAD.

practical report 6x45’

(k) explain the relative energy values ofcarbohydrate, lipid and protein asrespiratorysubstrates; (l) define the term respiratory quotient(RQ);(m) *carry out investigations, usingsimple respirometers, to measure RQ andthe effect of temperature on respirationrate;

- Calculate RQ values from balancedchemical equations for the aerobicrespiration of carbohydrates and lipids,using a teacher-prepared worksheet.

worksheet 6x45’

Biology Syllabus


2. PHOTOSYNTHESIS

Contents :1. Photosynthesis as an energy transfer process2. The investigation of limiting factors

Objectives :1. Students will understand about Photosynthesis as an energy transfer process2. Students will understand about The investigation of limiting factors3. Student will able to use the knowledge gained in this section in new situation or to solve related problem

Learning Outcomes Possible Activity Assessments Time(a) explain that energy transferred as lightis used during photosynthesis to producecomplex organic molecules and that theprocess of respiration allows this energyto be transferred through chemicalreactions so that it can be used by livingorganisms; (b) describe the photoactivation ofchlorophyll resulting in the photolysis ofwater and in the transfer of energy to ATPand reduced NADP (cyclic and non-cyclicphotophosphorylation should be describedin outline only);(c) describe the uses of ATP and reducedNADP in the light-independent stage ofphotosynthesis;(d) describe in outline the Calvin cycleinvolving the light-independent fixationof carbondioxide by combination with a 5Ccompound (RuBP) to yield two moleculesof a 3C

Discussion about the purpose ofphotosynthesis. Help them tounderstand that photosynthesistransfers energy from light to complexorganic molecules.

Describe and explain step by stepprocess in photosynthesis troughanimation.

Lecture and discussion to wraping upwhole material that discuss before

Rubric presentation

Trivia quiz

9X45’

Biology Syllabus


Learning Outcomes Possible Activity Assessments Timecompound GP (PGA), and the conversionof GP into carbohydrates, lipids andaminoacids (the regeneration of RuBP should beunderstood in outline only, and aknowledge of C4 and CAM plants is notrequired);(e) *describe the structure of adicotyledonous leaf, a palisade cell and achloroplast andrelate their structures to their roles inphotosynthesis;(f) *discuss limiting factors inphotosynthesis and carry outinvestigations on the effectsof light, carbon dioxide and temperatureon the rate of photosynthesis;

Practical work with virtualmicroscopeand case study of limiting factor in

photosynthesis

Practical assesment 6 x 45’

3. REGULATION AND CONTROL

Content :1. The importance of homeostasis2. Excretion3. Control of water and metabolic wastes4. Nervous and hormonal communication5. Response to changes in the external environment6. Regulation of the internal environment7. Communication and control in flowering plants8. Plant growth regulators

Biology Syllabus


Objectives :1. Students will understand about The importance of homeostasis2. Students will understand about Excretion3. Students will understand about Control of water and metabolic wastes4. Students will understand about Nervous and hormonal communication5. Students will understand about Response to changes in the external environment6. Students will understand about Regulation of the internal environment7. Students will understand about Communication and control in flowering plants8. Students will understand about Plant growth regulators9. Student will able to use the knowledge gained in this section in new situation or to solve related problem

Learning Outcomes Possible Activity Assessments Time(a) discuss the importance of homeostasisin mammals and explain the principles ofhomeostasis in terms of receptors,effectors and negative feedback; (b) define the term excretion and explainthe importance of removing nitrogenouswasteproducts and carbon dioxide from thebody;(c) *describe the gross structure of thekidney and the detailed structure of thenephronwith the associated blood vessels(candidates are expected to be able tointerpret thehistology of the kidney, as seen insections using the light microscope);(d) explain the functioning of the kidneyin the control of water and metabolicwastes,using water potential terminology;

Practical works with kidney slideAnd make poster about excretion

Pre / post assignment and practical assignmentLabwork report

6x45’

Biology Syllabus


Learning Outcomes Possible Activity Assessments Time(e) outline the need for communicationsystems within mammals to respond tochangesin the internal and external environment;(f) outline the role of sensory receptors inmammals in converting different forms ofenergy into nerve impulses;(g) describe the structure of a sensoryneurone and a motor neurone and outlinetheirfunctions in a reflex arc;(h) describe and explain the transmissionof an action potential in a myelinatedneurone(the importance of sodium and potassiumions in the impulse transmission should beemphasised);(i) explain the importance of the myelinsheath (saltatory conduction) and therefractoryperiod in determining the speed of nerveimpulse transmission;(j) describe the structure of a cholinergicsynapse and explain how it functions(reference should be made to the role ofcalcium ions);(k) outline the roles of synapses in thenervous system in determining thedirection of nerve impulse transmissionand in allowing the interconnection ofnerve pathways; (l) explain what is meant by the termendocrine gland;

Watch the movie about “HumanBody”

And display organ system with step bystep process that happen inside

Activity Rubric 6 x 45

Biology Syllabus


Learning Outcomes Possible Activity Assessments Time(m) *describe the cellular structure of anislet of Langerhans from the pancreas andoutline the role of the pancreas as anendocrine gland;(n) explain how the blood glucoseconcentration is regulated by negativefeedback control mechanisms, withreference to insulin and glucagon;(o) outline the need for, and the nature of,communication systems within floweringplants to respond to changes in theinternal and external environment;(p) describe the role of auxins in apicaldominance;(q) describe the roles of gibberellins instem elongation and in the germination ofwheator barley;(r) describe the role of abscissic acid inthe closure of stomata;

Observe the plant and characteristicsthen literature study to explain the

character that seen

Presentation in the group

Oservation sheet

Rubric presentation

12 x 45’

Biology Syllabus


4. INHERITED CHANGE

Contents :1. The passage of information from parent to offspring2. The nature of genes and alleles and their role in determining the phenotype3. Monohybrid and dihybrid crosses

Objectives :1. Student will understand about the passage of information from parent to offspring2. Student will understand about the nature of genes and alleles and their role in determining the phenotype3. Student will understand about monohybrid and dihybrid crosses4. Student will able to use the knowledge gained in this section in new situation or to solve related problem

Learning Outcomes Possible Activity Assessments Time

(a) *describe, with the aid of diagrams,the behaviour of chromosomes duringmeiosis,and the associated behaviour of thenuclear envelope, cell membrane andcentrioles(names of the main stages are expected,but not the sub-divisions of prophase);(b) explain how meiosis and fertilisationcan lead to variation;(c) explain the terms locus, allele,dominant, recessive, codominant,homozygous,heterozygous, phenotype and genotype;(d) use genetic diagrams to solveproblems involving monohybrid anddihybrid crosses,including those involving sex linkage,

Poster activity making diagram ofchromosomes behavioure during cell

division

Make a dictionary of genetics term

Rubric poster 6 x 45’

Biology Syllabus


Learning Outcomes Possible Activity Assessments Timecodominance and multiple alleles (but notinvolving autosomal linkage or epistasis);(e) use genetic diagrams to solveproblems involving test crosses(f) use the chi-squared test to test thesignificance of differences betweenobserved and expected results (theformula for the chi-squared test will beprovided); (g) explain, with examples, how mutationmay affect the phenotype;(h) explain, with examples, how theenvironment may affect the phenotype;(i) explain how a change in the nucleotidesequence in DNA may affect the aminoacidsequence in a protein and hence thephenotype of the organism;

Virtual lab analysis

Watching the movie about evolution

Work sheet 6 x 45’

Biology Syllabus


5. SELECTION AND EVOLUTION

Contents :Natural and artificial selection

Objectives :1. Student will understand about natural and artificial selection2. Student will able to use the knowledge gained in this section in new situation or to solve related problem

Learning Outcomes Possible Activity Assessments Time(a) *describe, with the aid of diagrams,the behaviour of chromosomes duringmeiosis,and the associated behaviour of thenuclear envelope, cell membrane andcentrioles(names of the main stages are expected,but not the sub-divisions of prophase);(b) explain how meiosis and fertilisationcan lead to variation; (c) explain the terms locus, allele,dominant, recessive, codominant,homozygous,heterozygous, phenotype and genotype;(d) use genetic diagrams to solveproblems involving monohybrid anddihybrid crosses,including those involving sex linkage,codominance and multiple alleles (but notinvolving autosomal linkage or epistasis);(e) use genetic diagrams to solveproblems involving test crosses;(f) use the chi-squared test to test thesignificance of differences between

Virtual lab analysis

Watching the movie about evolution

Work sheet

Activity report

9 x 45’

Biology Syllabus


Learning Outcomes Possible Activity Assessments Timeobserved and expected results (theformula for the chi-squared test will beprovided); (g) explain, with examples, how mutationmay affect the phenotype; (h) explain, with examples, how theenvironment may affect the phenotype;(i) explain how a change in the nucleotidesequence in DNA may affect the aminoacid sequence in a protein and hence thephenotype of the organism;

6. BIODIVERSITY AND CONSERVATION

Content1. Classification2. Conservation issues

Objectives:1. To be able to outline the five kingdom classification of living organisms2. To be able to define the term biodiversity and discuss its meaning3. To understand why biodiversity is declining and the need fore it to be maintained4. To understand the reasons why one named species has become endangered5. To understand the ways in which endangered species may be protected and prevented from becoming extinct

Learning Outcomes Possible Activities Assessments Time- Outline the five kingdom classification

to Illustrate the diversity of organisms- Discuss the meaning of the term

biodiversity;- Discuss the reasons for the need to

maintain

Students watch the movie about biodiversity (esp.Indonesian biodiversity)

Students can also go on a field trip to a nearestnational park or a conservation area (Botanicgarden, Zoo)

Students will be given taskto describe the classificationor the characteristic of theorganisms on the movie orfrom the conservation area(Class discussion)

3 X 45’

Biology Syllabus


Learning Outcomes Possible Activities Assessments TimeBiodiversity; Students will find facts about the impact of

biodiversity loss from magazine, local news paperand internet resources

Students will discuss with their group the need tomaintain biodiversity related with the impact

Small groups presentationbased on the rubric createdby the students

3 X 45’

- Describe the reasons why one namedspecies has become endangered, anduse this information in the context ofother endangered species;

- Discuss methods of protectingendangered species including the rolesof zoos, botanic gardens, conservedareas (national parks) and seed banks;

Students research on methods of conservationbefore coming to the class or during class sessionusing internet

Student will discuss in groups

Group presentation on eachmethod of conservation

Class discussion2 X (3 X 45’)

Use the knowledge gained in this sectionin new situations or to solve relatedproblems.

Case study: the loss of Indonesian biodiversityStudents will do research on the loss of

Indonesian biodiversityStudents will develop their own interest in a

projectClass discussion

Presentation Debate on conservation

issues in Indonesia2 X (3 X 45’)

Resources:Text book (lists available on applications biology resources list) Internet Website (some lists provided on the internet resources list)VCD: Wildlife Indonesia (bbc.co.uk)VCD: State of the Planet by David AttenboroughCurrent issues from mass media related with conservation

Biology Syllabus


7. GENE TECHNOLOGY

Content1. Gene technology for insulin production2. Markers for genetic engineering3. Benefits and hazards of gene technology4. DNA sequencing and genetic fingerprinting5. Cystic Fibrosis6. Genetic screening and genetic counselling

Objectives:1. To understand how the human insulin gene can be transferred to bacteria in such a way that the bacteria become capable of synthesising

human insulin2. To be able to explain the need for promoters to be transferred along with genes during gene technology3. To be able to explain the role of fluorescent markers in gene technology – and why these are now used in preference to antibiotic resistance

genes4. To be able to describe the benefits and hazards of gene technology (with reference to specific examples) and discuss the social and ethical

implications5. To be able to outline the principles of electrophoresis (as used in genetic fingerprinting and DNA sequencing)6. To be able to describe the causes and outline the symptoms of Cystic Fibrosis ( as an example of a recessive genetic condition)7. To understand the extent to which progress has been made towards successful gene therapy for Cystic Fibrosis8. To be able to discuss the role of genetic screening for genetic conditions and the need for genetic counselling


Describe the steps involved in theproduction of bacteria capable ofsynthesising human insulin:

- identifying the human insulin gene- isolating mRNA and making

cDNA using- reverse transcriptase- cloning the DNA using DNA

polymerase

Introduce students with the concept using movieor animation related with gene technology

Students will be divided into groupsEach group research on different topicsStudents will present their work in form of poster

and paperPoster displayPeer evaluation based on rubrics created in the

class

Poster presentationPeer evaluation

3 X (3 X 45’)

Biology Syllabus


Learning Outcomes Possible Activities Assessments Time- inserting the DNA into a plasmid

vector- using restriction enzymes and

DNA ligase- inserting the plasmid vector into

the host bacterium- identifying genetically modified

bacteria using antibiotic resistancegenes

- cloning the bacteria and harvestingthe human insulin

- Explain the advantages of treatingdiabetics with human insulin producedby gene technology;

- Explain why promoters need to betransferred along with desired genes ingene technology;

- Explain why and how genes forenzymes that produce fluorescent oreasily stained substances are now usedinstead of antibiotic resistance genes asmarkers in gene technology;

Using cards of the insulin sequence procedure Students will rearrange the sequence of insulin

production Students will compare the two different

procedures of insulin production fromgenetically engineered humaninsulin, and pig or cow insulin.

QuizStudent performance rubric 2 X (3 X 45’)

- Describe the benefits and hazards ofgene technology, with reference tospecific examples;

- Discuss the social and ethicalimplications of gene technology;

Watching movie related with gene technology,e.g. Designer babies, Clone, etc.

Debate on the social and ethical implications ofgene technology based on the movie and society

Assessment on thedebate performance 3 X 45’

Outline the principles of electrophoresisas used in:

- genetic fingerprinting

Hands on trial: Students doing laboratory workon electrophoresis

Simulation Experiment: Students doing virtuallab work on DNA sequencing

Laboratory reportPerformance rubric 2 X (3 X 45’)

Biology Syllabus


Learning Outcomes Possible Activities Assessments Time- DNA sequencing; Watching movie related with Crime scene

investigation Problem Based Learning: Murder Case Studies:

Identify by using genetic fingerprintingtechnology: generate role play to investigatecrime scene.

- Describe the causes and outline thesymptoms of cystic fibrosis (CF) as anexample of a recessive genetic condition(reference should be made to CFTRprotein, Issues related to CF will needto be handled with sensitivity);

- Describe the progress towardssuccessful gene therapy for CF;

- Discuss the roles of genetic screeningfor genetic conditions and the need forgenetic counselling;

- Use the knowledge gained in thissection in new situations or to solverelated problems.

Students will doing research on causes,inheritance, symptoms, and gene therapytreatment of Cystic fibrosis disease.

Students will watch a movie related with geneticscreening and try to simulate a geneticcounselling.

Paper of the projectPresentationAssessment on thesimulation performance

2 X (3 X 45’)

Resources:Text book (lists available on applications biology resources list) Internet Website (some lists provided on the internet resources list)VCD: Designer babiesVCD: State CloneOne of CSI episode related with genetic fingerprinting

Biology Syllabus


8. BIOTECHNOLOGY

Content1. Industrial applications of micro organisms2. Batch and continuous culture3. Penicillin as an antibiotic4. Immobilisation of enzymes5. Monoclonal antibodies

Objectives:1. To be able to describe the use of micro organisms in the extraction of heavy metals from low grade ores2. To understand the terms Batch Culture and Continuous Culture and to be able to compare the advantages and disadvantages of each type of

culture with reference to the production of penicillin, protease enzymes and mycoprotein3. To be able to describe for penicillin (as an example of an antibiotic) its mode of action on bacteria and why it has no effect on viruses. Also,

the causes and effects of antibiotic resistance.4. To immobilise an enzyme in alginate and compare this with the use of an enzyme that has not been immobilised5. To be able to explain the use of dip sticks and biosensors in the quantitative measurement of glucose6. To be able to outline the hybridoma method in the production of monoclonal antibodies7. To evaluate the use of monoclonal antibodies in the diagnosis and treatment of disease and testing for pregnancy


Outline the use of micro organisms in theextraction of heavy metals from low gradeores;

Students will read articles of heavy metals extractions Students will discuss in pairs about the extraction

process Presentation

Presentation rubrics 3 X 45’

- Explain what is meant by the terms batchculture and continuous culture;

- Compare the advantages and disadvantagesof batch and continuous culture withreference to the production of secondarymetabolites (e.g. Penicillin), enzymes (e.g.Protease) and biomass (e.g. Mycoprotein);

Students will be given cards that shows thedifferences between batch culture and continuesculture and they will rearrange it

Students will be given sets of cards that showsadvantages and disadvantages of two differentcultures and they will have to classify and compare itand put the cards in front of the class

Student’s individualperformance rubrics 3 X 45’

Describe, for penicillin as an example of an Students will watch movie: Misused miracles Quiz and discussion 3 X 45’

Biology Syllabus


Learning Outcomes Possible Activities Assessments Timeantibiotic:

- The mode of action on bacteria andwhy it does not affect viruses

- Causes and effects of antibioticresistance;

Students will discuss in groups about the use, causesand effect of antibiotic

Immobilise an enzyme in alginate andcompare the ease of recovering the enzymeand ease of purification of the productcompared to the same enzyme that has notbeen immobilised;

Students will read an article of a food industry thatuses immobilized enzyme.

Students will discuss in groups to compare theproduct from an immobilized enzyme and the productthat use the same enzyme that has not beenimmobilised

Presentation rubric 3 x 45’

- Explain the principles of operation of dipsticks containing glucose oxidase andperoxidase enzymes, and biosensors thatcan be used for quantitative measurementof glucose;

- Outline the hybridoma method for theproduction of a monoclonal antibody

- Evaluate the use of monoclonal antibodiescompared to conventional methods fordiagnosis and treatment of disease, andtesting for pregnancy;

- Use the knowledge gained in this sectionin new situations or to solve relatedproblems.

Students will use cards that contain of methods ofimmobilized enzymes, they will work in groups andrearrange the cards

Students will research from the internet for theapplication of usage of immobilised enzyme in dailylife, e.g. glucose biosensor and production ofmonoclonal antibodies

PaperPresentation rubric 3 X (3 X 45’)

Resources:Text book (lists available on applications biology resources list) Internet Website (some lists provided on the internet resources list)

Biology Syllabus


9. CROP PLANTS

Content1. Crop plant reproduction2. Crop adaptations3. Methods to improve crops

Objectives:1. To be able to describe and explain structural features of a named, wind pollinated plant2. To compare the genetic outcomes of self and cross-pollination3. To be able to describe the structure of the fruit in maize and explain the function of the endosperm4. To be able to explain the significance of the inclusion of the grains of cereal crops in the human diet5. To be able to explain how the leaves of C4 plants (such as maize or sorghum) are adapted for high rates of carbon fixation at high temperatures6. To be able to explain how sorghum is adapted to survive in arid environments7. To be able to explain how rice is adapted to survive with its roots submerged in water8. To be able to explain various examples of how crop plants can be improved. :

Hybridisation to produce polyploidy in wheatInbreeding and hybridisation to produce vigorous, uniform maizeGenetic manipulation to enhance the vitamin A content of rice


- Describe and explain the structuralfeatures of a named, wind pollinatedplant;

- Compare the outcomes of self-pollination and cross-pollination interms of genetic variation;

- Describe the structure of the fruit inmaize and explain the function of theendosperm;

Students investigate the structural features of severalwind pollinated plants, compare them and draw themin small posters

Students watch movie “private life of plants” andmaking table of comparison between self-pollinationand cross pollination and related it with geneticvariation

Poster Shopping around theclass and class discussion 2 X (3 X 45’)

Explain the significance of the grains ofcereal crops in the human diet

Students investigate the importance of the grains inhuman diet and compare it with their daily diet intake

Assessment of the menuwith rubric 3 X 45’

Biology Syllabus



Students will make a balanced diet menu that includecereal crops as their main carbohydrate source

- Explain how the structure of the leavesof C4 plants such as maize or sorghumare adapted for high rates of carbonfixation at high temperatures in termsof: • the high optimum temperatures of theenzymes involved

• the spatial separation of initial carbonfixation from the light-dependentstage (biochemical details of the C4pathway are not required);

- Explain how sorghum is adapted tosurvive in arid environments;

Project: Sorghum research projectStudents will research on: the places in the world where sorghum grown and

they will put marks on the world map how it is adapted to grow in these regions their structural adaptations comparison of advantages and disadvantages of C4

and C3 plants in term of obtaining energy from thesunlight

Clipping and paper of theprojectPresentation

2 X (3 X 45’)

Outline the following examples of cropimprovement:

- hybridisation leading to polyploidyin wheat

- inbreeding and hybridisation inproducing vigorous, uniform maize

- genetic manipulation to enhance thevitamin A concentration in rice;

Students will make concept map in a poster to showdifferent kind of crop improvement Poster presentation 3 X 45’

- Explain how rice is adapted to growwith the roots submerged in water interms of tolerance to ethanol andpresence of aerenchyma;


Planning investigation (paper 5)Field trip to the nearest rice fields to measure the

alcohol level of the waterThe tolerance of rice to ethanol

- Apparatus- Variables

Photomicrograph on the structure of rice toinvestigate the aerenchyma

Make own slides from the rice

Paper on the investigationSeminar 3 (3 X 45’)

Biology Syllabus


Resources:Text book (lists available on applications biology resources list) Internet Website (some lists provided on the internet resources list)VCD: Private Life of Plants by David Attenborough

10. ASPECTS OF HUMAN REPRODUCTION

Content1. Gametogenesis2. Roles of hormones in the menstrual cycle3. Controlling human reproduction

Objectives:1. To be able to describe the histology of the mammalian ovary and testis2. To be able to outline gametogenesis in the human male and female3. To be able to explain the role of hormones in maintenance of the human menstrual cycle and link this to changes in the ovary and uterus

during the cycle4. To be able to outline the biological basis of oestrogen / progesterone contraceptive pills5. To be able to discuss and evaluate the biological, social and ethical implications of the use of contraception6. To be able to outline the technique of in-vitro fertilisation (IVF) and discuss its ethical considerations7. To be able to use the knowledge gained in this section in new situations or to solve related problems


Describe the histology of mammalianovary and testis;

Practical Students will see the microscope slideof the histology of mammalian ovary and testisand compare them with virtual slide picture.

Draw the picture in small posterwith different parts of the structure. 3 X 45’

Outline gametogenesis in a male andfemale human as a process involvingmitosis, growth, meiosis and maturation;

Students will explore and compare thedifferences between Spermatogenesis andOogenesis

Students will describe the process involved in

Poster presentationPeer Evaluation 3 X 45’

Biology Syllabus



each stages

- Explain the role of hormones inmaintenance of the human menstrualcycle, and link this to the changes inthe ovary and uterus during the cycle;

- Outline the biological basis of theeffect of oestrogen/progesteronecontraceptive pills;

Female students will check their hormonelevels and make data handling of their ownmenstrual cycle (Home assignment)

Students will describe and explain each stepof the menstrual cycle process and related itwith the role of hormone

Students will research on the type ofcontraceptive pills and the biological basiseffect of the pills

PresentationClass Discussion 2 X (3 X 45’)

- Discuss and evaluate the biological,social and ethical implications of theuse of contraception

- Outline the technique of in-vitrofertilisation (IVF) and discuss itsethical implications;


Students will research on the use ofcontraception and in-vitro fertilisation in theirsociety and nearest hospital

Students will interview some of the element intheir society related with contraception and in-vitro fertilisation and discuss the ethicalimplications with them (doctors, patient,religious person, etc)

Students will have small discussion anddebate on the biological, social, and ethicalimplications of contraception and in-vitrofertilisation

Interview questionnaireDebate, Rubrics of student’sperformance during debate

3 X (3 X 45’)

Resources:Text book (lists available on applications biology resources list) Internet Website (some lists provided on the internet resources list)

http://higheredmcgraw-hillCurrent issues from mass media related with reproduction

Biology Syllabus


APPLICATIONS SYLLABUS

Many of the books previously used for the discontinued Options syllabus will be found to be usefulfor the Applications of Biology syllabus, and are listed below.

Clegg, C J and Mackean, D G (2000) Advanced Biology: Principles and Applications (2nd ed)(John Murray, www.johnmurray.co.uk) ISBN 0719576709

Jones, M and Jones, G (1997) Advanced Biology(CUP, www.cambridge.org) ISBN 0521484731

Phillips, W D and Chilton, T J (1994) A-Level Biology (revised ed)(Oxford University Press, www.oup.co.uk) ISBN 0199145849

Taylor, D J, Green, N P O, Stout, G W and Soper, R (1997) Biological Science 1 and 2 (3rd ed)(CUP, www.cambridge.org) ISBN 0521651787

Taylor, J (2001) Microorganisms and Biotechnology (2nd ed) Bath Advanced Science(Nelson Thornes, www.nelsonthornes.com) ISBN 0174482558

*Lowrie, P and Wells, S (2000) Microbiology and Biotechnology (2nd ed) Cambridge AdvancedSciences (CUP, www.cambridge.org) ISBN 0521787238

Austin, C R and Short, R V (eds) (1984) Hormonal Control of Reproduction(CUP, www.cambridge.org) ISBN 0521275946

Avery, R, Cuthill, I, Miller, R and Rowlands, G (1994) The Five Kingdoms Biology AdvancedStudies (Nelson Thornes, www.nelsonthornes.com) ISBN 0174482299

Baggott, L M (1997) Human Reproduction Cambridge Social Biology Topics(CUP, www.cambridge.org) ISBN 0521469147

*Taylor, D (2001) Growth, Development and Reproduction (2nd ed) Cambridge Advanced Sciences(CUP, www.cambridge.org) ISBN 0521787211

Biology Syllabus


Calladine, C and Drew, H (1997) Understanding DNA (2nd ed)(Academic Press, www.apcatalog.com) ISBN 0121550885

Dyson, T (1994) The Ethics of in Vitro Fertilization(Continuum International Publishing – Mowbray) ISBN 0264672836

*Gregory, J (2000) Applications of Genetics (2nd ed) Cambridge Advanced Sciences(CUP, www.cambridge.org) ISBN 0521787254

Hayward, G (1992) Applied Genetics Bath Advanced Science(Nelson Thornes, www.nelsonthornes.com) ISBN 0174385110

Nicholl, D S T (2002) An Introduction to Genetic Engineering (2nd ed) Studies in Biology(CUP, www.cambridge.org) ISBN 0521004713

Vardy, P (1999) The Puzzle of Ethics(Fount) ISBN 0006281443

Biology Syllabus


INTERNET RESOURCES LIST

Biological Sciences Review(Philip Allan Updates, www.philipallan.co.uk)

Stewart, A (1995-6) Lab notes: your up-to-date guide to research in genetics(Wellcome Centre for Medical Science, http://library.wellcome.ac.uk)

Hayward, D (2003) Teaching and Assessing Practical Skills in Science (Cambridge UniversityPress http://www.cambridge.org/education/international) ISBN 0521753597

Biology AS/A level review: www.biologymad.com

www.mrothery.co.uk

www.hhmi.org

www.bbc.co.uk

www.dnai.org

www.ygyh.org

www.enchantedlearning.com

Applications of biology:

Detailed overall review of Captive Breeding and Reintroductionhttp://darwin.bio.uci.edu/~sustain/bio65/lec23/b65lec23.htmBotanic Gardens Conservation International http://www.bgci.org.uk/Varied links to botanic garden websites http://nature.ac.uk/browse/580.73.htmlRoyal Botanic Gardens, Kew, London, UK http://www.rbgkew.org.uk/conservation/index.html

Review of the ethical implications of gene technology: http://en.wikipedia.org/wiki/Genetic_engineering

Biology Syllabus


‘Benefits and risks’ and then ‘arguments for and against gene technology’ http://www.biotechnology.gov.au/index.cfm?event=object.showSitemapEthics of gene technology http://www.bbc.co.uk/religion/ethics/issues/genetic_engineering/index.shtmlhttp://soc.enotes.com/ethics-genetic-article http://www.i-sis.org.uk/GE-ethics.phphttp://www.ul.ie/elements/Issue6/Biosensors-%20Elements.htmGlucose biosensors: http://www.chemsoc.org/chembytes/ezine/1998/palmer.htmUsage of biosensors to measure glucose concentrations: http://www.lsbu.ac.uk/biology/enzyme/practical5.html

http://www.accessexcellence.org/RC/AB/IE/Monoclonal_Antibody.htmlhttp://www.vetmed.ucdavis.edu/Animal_Alternatives/mabs.htmVirtual lab simulation of using monoclonal antibodies in diagnosis – click to enter labhttp://www.hhmi.org/biointeractive/immunology/vlab.html

http://www.science.siu.edu/plant-biology/PLB117/Nickrent.Lecs/Fruits.htmlhttp://quorumsensing.ifas.ufl.edu/HCS200/Seed.html

http://res2.agr.ca/CRECO/zea/zea01_e.htm http://www2.mpiz-koeln.mpg.de/pr/garten/schau/ZeamaysL./Maize.htmlhttp://www.genetics.org/cgi/content/full/148/3/923 http://maizeandgenetics.tamu.edu/hybridvigor.htmhttp://www.pioneer.com/usa/research/pipeline/articles/improving_products.htm

http://science.tjc.edu/images/reproduction/Index.htmhttp://www.columbia.edu/cu/biology/courses/w2501/histology.htmlwww.visualsunlimited.comGametogenesis: http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/www.umanitoba.ca/Biology/lab14

biology syllabus biology syllabus - situs resmi …sman78-jkt.sch.id/sumberbelajar/bahanajar/2....

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