1. hobbies and interests
2. paranormal phenomena

 Churchlands Senior High School – Science Department Human Biological Science 2A/2B Program 2010 Key Black text: 2A Content – Functioning Humans Blue text: 2B Content – Human Survival Italics = Summary/purpose of content Resources used: Red text: Human Perspectives Book 1 5e 2A/2B, Newton and Joyce Green text: STAWA Exploring Human Biological Science Stage 2: Body Works Maroon text: Worksheets from Human Perspectives 2A/2B Teacher Resource CD Each lesson = 1 hour in class time (Total number of lessons will be dependent on semester timing) Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. 1 TOTAL NO. OF LESSONS (approx) CONTENT (Figures in brackets represent actual number of lessons required) 18 Metabolic reactions make energy and matter available for use in cells. These reactions are controlled by enzymes which are affected by various factors. Cellular structures provide for exchange of materials, metabolism and cell division (mitosis and meiosis). Efficient functioning of the body requires non‐specific protection. Introduction to Human Biology and distribution of syllabus and other documents. (1) Objectives, assessment structures given to students and discussed. Chapter 1 Discussion of Human Biology as a science and the skills and tools required to study it. Working Scientifically Activity 1.1 p.10 Review Questions; Apply Your Knowledge pp. 11–12 Activity 1 Review life processes Review of Scientific Method and Investigating processes. (3) Chapter 2 Working Scientifically Activities 2.1–2.4; Review Questions; Apply Your Knowledge pp. 22–25 Students to carry out a small experiment with guidance; Check skills list; Time allowed for planning and conducting an experiment Chapter 2: Worksheet Transport: Chapter 3 Activity 10 Chapter 3: Worksheet 1 Working Scientifically Activity 3.1 pp. 37–38 See suggested websites for animations Chapter 3: Worksheet 2 Activity 8 and 9 Working Scientifically Activities 3.2 and 3.3 pp. 38–39 (microscope work) Review Questions; Apply Your Knowledge pp. 39–40 • structure of the cell membrane as it relates to transport of materials (1) • methods of transporting materials including diffusion, facilitated diffusion, osmosis, active transport, endocytosis and exocytosis (3) • other organelles involved in transport including mitochondria, Golgi body and endoplasmic reticulum. (4) Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. RESOURCES AND ACTIVITIES 2 CONTENT (Figures in brackets represent actual number of lessons required) TOTAL NO. OF LESSONS (approx) 4 15 (including time for Investigation) RESOURCES AND ACTIVITIES Metabolism: • balance between anabolic and catabolic reactions and organelles where they occur e.g. mitochondria and ribosomes (0.5) • different nutrients and their uses in metabolism (1.5) • enzyme function —reduction in activation energy, lock and key principle (1) • factors that affect enzyme activity—pH, temperature, cofactors, co‐
enzymes (2) • respiration (aerobic and anaerobic); inputs, outputs and organelles involved. (2) Chapter 4 Activity 20 or Activity 7 Chapter 4: Worksheet 1 See website showing how enzymes work Activity 27 Working Scientifically Activity 4.1 p. 50 Review Questions; Apply Your Knowledge pp. 51–52 Activity 6 Chapter 4: Worksheet 1 The respiratory, circulatory, digestive and excretory systems are specialised to control inputs and outputs in supporting metabolism. Respiratory system Structure and function related to: • gas exchange—characteristics of respiratory surfaces (2) • maintenance of concentration gradients, including breathing and blood flow. (2) Chapter 7 pp. 82–87, 94–95 See websites for animation of breathing and how lungs work Activity 14 Part A Working Scientifically Activity 7.1 p. 96 Review Questions; Apply Your Knowledge pp. 97–98 Activity 12 and 13 Chapter 7: Worksheet 2 Circulatory system Structure and function related to: Chapter 6 See websites for animation of heart; drag and drop heart labelling Working Scientifically Activities 6.1 and 6.2 p. 79 Heart dissection Activity 14 Part B and C; Activity 15 •
role of the heart, arteries, veins and capillaries in the circulation of blood (3) •
roles of plasma and erythrocytes in the transport of materials including oxygen, nutrients and wastes (2) •
clotting of blood at wound including fibrinogen and platelets •
inflammatory response (1) •
lymphatics and white blood cells (overview only). (1) Assisted protection of the body: •
external e.g. hygiene, topical preparations and barriers. (2) Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. See websites for blood information and animations Review Questions; Apply Your Knowledge pp. 80–81 Activity 16 Chapter 6: Worksheet 2 Chapter 9 See websites for animated phagocytosis and defence against infection Chapter 9: Worksheet Working Scientifically Activities 9.1 and 9.2 pp. 127–128 Review Questions; Apply Your Knowledge pp. 130–131 Chapter 23 (refer to for information about antibiotics pp. 305–308); see website antibiotic resistance Working Scientifically Activity 23.1 p. 318 Review Questions p. 319 Activity 30 Chapter 23: Worksheet 2 3 CONTENT (Figures in brackets represent actual number of lessons required) TOTAL NO. OF LESSONS (approx) Lifestyle choices can compromise body functioning in the short‐term and affect future health. Individual differences influence the technologies used to inform the diagnoses of different medical conditions. Individual differences: •
•
mechanical digestion including teeth, bile, process of peristalsis (2) •
chemical digestion of carbohydrates, lipids and proteins including enzymes and the associated glands (4) •
absorption of nutrients •
elimination. (1) 2 Discussion of cardiovascular diseases and/or disease associated with poor hygiene; students research and are assessed on their research Activity 17 Chapter 6: Worksheet 1 diagnosis depends upon individual differences in body form, stature and disease progression. (2) Digestive system Structure and function related to: 8 RESOURCES AND ACTIVITIES Excretory system—structure and function related to: •
formation of urine in the kidney including the processes of filtration, re‐absorption and secretion (4) 5 •
deamination of amino acids in the liver. (1) 7 Reproductive systems are specialised for gamete production, fertilisation and support for pregnancy and birth. Reproduction is controlled by hormones. Environmental factors can influence human development from implantation to infancy. Body systems differentiate, grow and develop at different rates during life from fertilisation. Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. Chapter 7 pp. 87–93, 95–97 See websites for activities Activity 25 Working Scientifically Activity 7.2 pp. 96–97 Chapter 7: Worksheet 1 Activity 23, 24, 26, 28, 29 (not all of these!) Review Questions; Apply Your Knowledge pp. 97–98 Chapter 8 Discuss the meaning of metabolic wastes and all organs involved in excretion with a focus on kidney function. Chapter 8: Worksheet 1 Kidney dissection Activity 31 Activity 32 Working Scientifically Activities 8.1 and 8.2 p.109 Review Questions; Apply Your Knowledge pp. 110–111 4 CONTENT (Figures in brackets represent actual number of lessons required) TOTAL NO. OF LESSONS (approx) Reproductive system and development: •
structure and function of male and female reproductive systems (3) Mitosis: •
stages of mitosis resulting in two genetically identical cells for growth and repair throughout the body. (2) Meiosis: 8 •
stages of meiosis resulting in haploid cells for sexual reproduction •
compare mitosis and meiosis. (2) Chapter 10 pp. 132–137 Working Scientifically Activities 10.1 and 10.2 pp. 141–144 (half of the class could do 10.1 and half 10.2, then have students present dissection to each other); all students write up observations and answers to questions Chapter 10: Worksheets 1 and 2 Review Questions; Apply Your Knowledge pp. 144–145 Activity 42 Chapter 5 See websites for mitosis and meiosis animations Chapter 5: Worksheet Working Scientifically Activities 5.1 and 5.2 p. 61 Review Questions; Apply Your Knowledge p 63 Activity 33 Reproductive system and development: •
spermatogenesis and oogenesis (1) Chapter 10 pp. 138–141 Review Questions; Apply Your Knowledge pp. 144–145 •
hormonal control of menstrual and ovarian cycles and spermatogenesis (2) •
implantation and development of the placenta (1) Chapter 11 Working Scientifically Activity 11.1; Review Questions; Apply Your Knowledge pp. 154–155 Activity 44 Chapter 11: Worksheet Differentiation: • differentiation forming embryonic germ layers (1) • tissues formed from the primary germ layers (1) • types of stem cells and their potency •
16 RESOURCES AND ACTIVITIES importance of stem cells. (1) Medical technologies: •
Chapter 12 pp. 157–161 Review Questions; Apply Your Knowledge p. 172 stem cell collection for future use e.g. cord blood banks Development •
significant developments in embryonic and foetal stages (1) •
changes to a female during pregnancy (1) •
birth (1) •
comparison of foetal and neonate circulation (1) •
patterns and milestones of development in infants. (1) Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. Chapter 14 Working Scientifically Activities 14.1 and/or 14.2; Review Questions; Apply Your Knowledge pp. 202–203 Chapter 12 pp. 161–162 Working Scientifically Activity 12.1; Review Questions; Apply Your Knowledge pp. 169–172 Activity 51 and 52 Chapter 13 Working Scientifically Activities 13.1–13.3; Review Questions; Apply Your Knowledge pp. 188–190 Activity 54 Chapter 13: Worksheets 1 and 2 5 CONTENT (Figures in brackets represent actual number of lessons required) TOTAL NO. OF LESSONS (approx) Environmental factors: •
care of the unborn child e.g. risks associated with smoking, alcohol and other drug use (1) •
the effect of various types of teratogens. •
teratogens: the range of actions and their effects. (1) Reproductive technologies related to: •
STI's (1) •
contraception (medical technologies) (2) •
infertility e.g. IVF, GIFT donors (1) •
conception •
maintenance of pregnancy including ultrasound, foetal monitoring and hormonal intervention.(1) Health choices: 13 •
pregnant women e.g. warnings on food labels, drugs, alcohol and smoking (1) •
performance enhancing e.g. Steroid use •
parent’s choice for infants e.g. diet and immunisation choices. (1) RESOURCES AND ACTIVITIES Chapter 15 pp. 204–209 Working Scientifically Activity 15.1; Review Questions; Apply Your Knowledge pp. 213–214 Chapter 15 pp. 206–207 Activity 53 Chapter 16 Working Scientifically Activity 16.1; Review Questions; Apply Your Knowledge pp. 227–228 Activity 45, 46 and 47 Activity 48 and 49 Chapter 15 pp. 209–213 Review Questions; Apply Your Knowledge pp. 213–214 Activity 50 Chapter 15 pp. 204–209 Review Questions; Apply Your Knowledge pp. 213–214 Chapter 22 pp. 297–300 Working Scientifically Activity 22.2; Review Questions; Apply Your Knowledge pp. 302–303 Genes determine a cell’s structure and function. Differentiation of stem cells produces different cells and tissues. Non‐specific protection mechanisms of the body include internal and external methods. DNA: Chapter 17 Working Scientifically Activities 17.1 and 17.2; Review Questions; Apply Your Knowledge pp. 235–238 Chapter 17: Worksheet 1 Activity 34 Chapter 5 Chapter 17: Worksheet 2 •
structure of DNA—base pair model •
locations in the cell—nucleus and mitochondria •
role of DNA in the cell •
DNA replication. (2) •
Review cell division (1) Principles of Mendelian genetics are used to predict variations in offspring. Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. Chapter 18 6 CONTENT (Figures in brackets represent actual number of lessons required) TOTAL NO. OF LESSONS (approx) 2 Inheritance: •
dominant, recessive, co‐dominant, autosomal and sex linked inheritance (2) •
sex determination (1) •
monohybrid crosses using punnet squares •
simple probabilities. (2) Activity 35 and 36 Chapter 23: Worksheet 1 (for understanding blood groups) Working Scientifically Activity 18.1; Review Questions; Apply Your Knowledge pp. 251–254 Activity 38 Pedigrees: Chapter 19 Working Scientifically Activities 19.1 and 19.2; Review Questions; Apply Your Knowledge pp. 264–267 Activity 39 Chapter 19: Worksheet •
construction and interpretation of pedigrees for autosomal and sex‐
linked conditions (1) •
probabilities of producing affected offspring (1) •
inheritance of mitochondrial DNA. (1) New genetic combinations are made as a result of meiosis and fertilisation, giving rise to unexpected variations. Variation from meiosis: (1) Chapter 20 See website meiosis animation (Chapter 5) Activity 37 •
chiasmata •
random assortment •
non‐disjunction. Variation from fertilisation: (1) •
8 RESOURCES AND ACTIVITIES random fertilisation. Working Scientifically Activities 20.1 and 20.2; Review Questions; Apply Your Knowledge pp. 275–278 Changes in DNA (mutations) are caused by a variety of factors. Mutations affect cellular and body functions. Genetic counselling uses information from pedigrees, genetic testing to provide an analysis of the risk associated with some of these mutations. Mutations: Chapter 21 pp. 279–285 Working Scientifically Activity 21.1; Review Questions; Apply Your Knowledge pp. 288–291 Chapter 21: Worksheet •
causes of mutations •
changes in the DNA sequence (1) •
conditions caused by mutations—somatic (e.g. cancer) and germ line e.g. PKU •
chromosomal mutations—analysis of karyotypes. (1) Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. 7 CONTENT (Figures in brackets represent actual number of lessons required) TOTAL NO. OF LESSONS (approx) Genetic testing of parents and offspring: •
tests for gene abnormalities (1) •
tests for chromosomal abnormalities. (1) Medical technologies: •
sex selection of embryo to avoid genetic disease (1) •
treatment for various genetic diseases. (1) Human Genome Project: 4 •
information provided by the Human Genome Project •
range of possible uses for this information. (1) RESOURCES AND ACTIVITIES Chapter 15 pp. 210–213 Activity 40 Chapter 22 pp. 293–296 Working Scientifically Activity 22.1; Review Questions; Apply Your Knowledge pp. 302–303; see also Genetic counselling p. 263 Activity 41 Chapter 19 pp. 263–264 Students can research this concept further The changing environment influences survival of genetic variations. Variations and the environment: Chapter 21 pp. 285–287 Review Activity 21.1 (if used as Investigation previously); Review Questions; Apply Your Knowledge pp. 290–291 •
new variations due to mutations may be advantageous or disadvantageous to survival (1) •
genetic disorders linked to particular populations (1) •
differential survival of genotypes/phenotypes e.g. lethal recessives (1) Copyright © McGraw‐Hill Australia. Permission is granted to reproduce and edit as required. 8