raffles girls’ school (secondary) raffles programme

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1 Raffles Girls’ School (Secondary) Raffles Programme Biology Curriculum Map Year 1-4 Rationale & Philosophy In preparing the students for the 21 st century, it is important to re-look at our curriculum and consider how to equip the students with skills and knowledge to face present and future global issues. Lucas’ (1979) three dimensions of education - educating about the environment, in the environment and for the environment, was adopted to serve this purpose. The definition of the environment however, is not just the natural environment but includes society and the physical surroundings. Biology the understanding of the diversity and complexity of life and the interrelations among organisms so as to better appreciation our place in nature through scientific inquiry that will enable students to function as inquiring, scientifically literate and caring citizens. Enduring Understandings The RGS Biology curriculum has adopted the five unifying themes from Biological Sciences Curriculum Studies (BSCS): 1. Evolution: Patterns and Products of Changes in Living Systems 2. Energy, Matter, and Organisation: Relationships in Living Systems 3. Ecology: Interaction and Interdependence in Living Systems 4. Homeostasis: Maintaining Dynamic Equilibrium in Living Systems 5. Continuity: Reproduction and Inheritance in Living Systems Macroconcept Macroconcept Generalisations / Overarching Enduring Understandings Key Themes in Biology Unifying Principle of Key Themes Change Change is linked to time. Change can be positive or negative or neutral or can generate more change. Some changes can be measured, analysed and predicted. Change occurs amidst continuities. 1. Evolution 2. Homeostasis 3. Continuity 1. Living systems change across time. 2. Living systems maintain a relatively stable internal environment through their regulatory mechanisms and behavior. 3. Living systems are related to other generations by genetic material passed on through reproduction. System Systems are composed of sub-systems and have elements that interact with each other to perform a function. Systems interact and may be influenced by other systems. 4. Energy, Matter & Organisation 5. Ecology 4. Living systems are complex and highly organized, and they require matter and energy to maintain this organization. 5. Living systems interact with their environment and are interdependent with other systems.

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Page 1: Raffles Girls’ School (Secondary) Raffles Programme

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Raffles Girls’ School (Secondary)

Raffles Programme

Biology Curriculum Map Year 1-4

Rationale & Philosophy

In preparing the students for the 21st century, it is important to re-look at our curriculum and consider how to equip the students with skills and knowledge to face present and future global issues. Lucas’ (1979) three dimensions of education - educating about the environment, in the environment and for the environment, was adopted to serve this purpose. The definition of the environment however, is not just the natural environment but includes society and the physical surroundings. Biology the understanding of the diversity and complexity of life and the interrelations among organisms so as to better appreciation our place in nature through scientific inquiry that will enable students to function as inquiring, scientifically literate and caring citizens.

Enduring Understandings The RGS Biology curriculum has adopted the five unifying themes from Biological Sciences Curriculum Studies (BSCS):

1. Evolution: Patterns and Products of Changes in Living Systems

2. Energy, Matter, and Organisation: Relationships in Living Systems

3. Ecology: Interaction and Interdependence in Living Systems

4. Homeostasis: Maintaining Dynamic Equilibrium in Living Systems

5. Continuity: Reproduction and Inheritance in Living Systems

Macroconcept Macroconcept Generalisations / Overarching Enduring Understandings

Key Themes in Biology

Unifying Principle of Key Themes

Change

Change is linked to time. Change can be positive or negative or neutral or can generate more change. Some changes can be measured, analysed and predicted. Change occurs amidst continuities.

1. Evolution 2. Homeostasis 3. Continuity

1. Living systems change across time. 2. Living systems maintain a relatively stable internal

environment through their regulatory mechanisms and behavior.

3. Living systems are related to other generations by genetic material passed on through reproduction.

System

Systems are composed of sub-systems and have elements that interact with each other to perform a function. Systems interact and may be influenced by other systems.

4. Energy, Matter & Organisation

5. Ecology

4. Living systems are complex and highly organized, and they require matter and energy to maintain this organization.

5. Living systems interact with their environment and are interdependent with other systems.

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Key Themes in Biology Topical Enduring Understandings

Y1-2 Y3-4

1. Evolution

Living systems change across time. Classification is an artificial construct that changes through the

age.

Evolution processes occurs with time. For each evolutionary process, there are identifiable rules that govern

the process of change. These rule depend on the fundamental nature of the evolving system.

The form that the present takes depends directly on the possibilities inherent in the form of the past; some types of change are more likely than others. In addition, the nature of the past can sometimes be discerned from the nature of the present.

Knowledge exists in flux and can be credibly synthesized from multiple sources and platforms.

2. Homeostasis

All organisms have an internal and external environment and are affected by interactions between these environments.

All organisms must actively maintain a balance in their internal environment.

Interactions of systems that adjust the internal environment result in a dynamic balance – homeostasis.

Change in the form of any matter involves energy.

Survival of the biological system depends on the conversion of energy from one form to another.

Changes in the organism are dependent on its environment.

Living organisms require matter and energy to maintain its complexity and organisation.

Energy flow in biological processes obeys the laws of thermodynamics.

Synergy of the individual parts of the system allows the process to be carried out effectively.

Knowledge exists in flux and can be credibly synthesized from multiple sources and platforms.

3. Continuity

Living systems are related to other generations by genetic material passed on through reproduction.

Characteristics of an organism are inherited or are resulted from interactions with the environment.

Time reveals variations.

Natural processes generate predictable changes.

Unpredictable outcomes occur when processes break down.

Manipulation may not lead to controlled change.

Change is necessary for survival.

Knowledge exists in flux and can be credibly synthesized from multiple sources and platforms.

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4. Energy, Matter & Organisation

A system is a collection of parts and processes that interact with each other, and together constitute a meaningful whole.

Interactions between components of a system are governed by rules. The presence of specific subsystems within a system allows for

identification and categorization of the system. Factors external to the system may lead to altered levels of function

of the system. Synergy of the individual parts of the system allows the process to be

carried out effectively. Knowledge exists in flux and can be credibly synthesized from multiple

sources and platforms.

5. Ecology

Individual members of populations interact with each other as well as with members of other populations, which can have an impact on the populations involved.

The energy input to ecosystems is the radiant energy of sunlight and producers are essential to harness this radiant energy and convert it to chemical energy through the process of photosynthesis.

Energy flow through an ecosystem in the form of chemical energy is present in organic matter and the flow is unidirectional.

Inter-relationships and inter-dependencies among organisms generate stable ecosystems that fluctuate around a rough state of equilibrium.

Systems can be defined by boundaries.

Living systems interact with one another within a larger system.

Living systems are dependent on each other in various ways for their own survival.

A delicate balance exists amongst the subsystems that enables the system to remain stable.

Changes to one subsystem within a system will ultimately affect the entire system.

Subsystems within a system can result in changes to the entire system, and these changes may either lead to greater or reduced stability of the system.

A system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. But large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium.

Knowledge exists in flux and can be credibly synthesized from multiple sources and platforms.

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Desired Learner Outcomes By the end of the course, the student should be able to:

• understand that patterns and relationships underlie the systems of the natural and physical world. For examples, o populations can evolve over time due to the interactions of genetics and the environment. o biological processes occur in all organisms, from simple to complex. o at all levels within an organism, relationships between structure and function are important. o organisms are linked in a complex, balanced web of life. o DNA encodes biological traits that explain both the diversity and the similarity of organisms. o organisms maintain genetic continuity through sexual and asexual reproduction.

• use the method of scientific inquiry which involve asking testable questions, making critical observations, conducting controlled experiments, and forming analyses. • apply critical and creative thinking to solve problems and evaluate ethical issues, and communicate the ideas effectively. • appreciate that the concepts of science are continually modified and expanded based upon new information and is the result of co-operative and cumulative

activities of different individuals and group. • understand that science, technology, and engineering impact the course of history, society, culture, politics, economics, the environment, and individual lives. • demonstrate the attitudes relevant for scientific inquiry such as objectivity, integrity, curiosity, initiative, inventiveness, creativity, concern for accuracy and

precision.

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Biology Themes and Units of Study (Year 1-4)

Key Themes

in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module)

Raffles Programme Year 3-4

1. Evolution

Diversity o State briefly the taxonomic hierarchy, the three domain system and the six-

kingdom classification system. o List Linnaeus’ levels of classification. o Explain why scientific names are more useful to scientist than common names. o State the change in classification system from one that is based on physiological

similarities to one that is based on genetic similarities.

o Explain that in evolutionary change, the present arises from the materials and forms of the past, more or less gradually, and in ways that can be explained.

o Explain the mechanisms involved in the change of populations over time o Explain natural selection as the major mechanism of biological evolution o Understand the concept of extinction and its importance in biological evolution o Explain that variability in a species results from heritable mutations and that some

mutations may have selective advantage(s) o Explain that adaptations are characteristics of a species that enhance its survival and

reproduction within a particular environment – resistance to antibiotics in bacteria o Discuss the significance of sexual reproduction to individual variation in populations and

to the process of evolution o Compare Lamarckian and Darwinian explanations of evolutionary change o Explain how all living things are related by common ancestry e.g. Evolution of terrestrial

plants o Understand that cladograms illustrate evolutionary relationships based on shared,

inherited features.

2. Homeostasis

Diffusion and Osmosis o Define diffusion and osmosis. o Briefly explain diffusion and osmosis in living plant & animal cells. o Briefly explain the importance of surface area to volume ratio to the role of a

root hair cell and villus in the human digestive system in living systems. Circulatory System o State the importance of a transport system in multi-cellular organisms. o Briefly explain why the transport system in mammals is also known as the double

circulatory system. o State that blood is pumped around the circulatory system by the action of the

heart. The heart is a muscular organ which requires its own supply of oxygen and nutrients (via coronary arteries).

o Label, identify and state the functions of the principle structures of a mammalian heart, including the valves within it and the inter-connecting blood vessels and valves.

o Trace the path of blood through the circulatory system, in particular the pathway of oxygenated and deoxygenated blood through the heart.

o Describe the main components of blood and their role in transport and in resisting the influence of pathogens; i.e., erythrocytes, leucocytes, platelets and plasma.

o Understand the importance of maintaining boundaries to distinguish between internal and external environments.

o Understand that the external environment can cause changes in the internal environment of living organisms

o Understand that living systems have mechanisms for restoring normal internal conditions o State that osmoregulation is the process of water regulation o Understand Negative Feedback loops with regard to water. Be aware of

Thermoregulation, Glucose regulation, carbon dioxide regulation in respiration. o Relate the structure of the Fluid Mosaic model of the plasma membrane to its function. o Describe the molecular movement e.g. osmosis, diffusion and active transport across the

plasma membrane o Compare and contrast the modes of transport in passive and active transport e.g.

osmosis, simple diffusion, facilitated diffusion and active transport. o Define active transport and discuss its importance as an energy-consuming process by

which substances are transported against a concentration gradient, as in ion uptake by root hairs

o Understand that homeostatic control mechanisms help maintain physical and chemical aspects of the body’s internal environment within ranges that are most favorable for cell activities

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Key Themes

in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module)

Raffles Programme Year 3-4

o Compare and contrast the structure of the arteries and veins and capillaries, and state how they are adapted to its function.

Pathogens and Diseases o Define homeostasis as maintenance of a constant internal environment in living

systems. o Many systems contain feedback mechanisms that serve to keep changes within

specified limits. o State that health is when the body can function effectively to maintain a

constant internal environment (achieve homeostasis) and that any change from normal is called a disease.

o State that pathogens are disease causing organisms that can cause the disruption of a constant internal environment of the body and the immune system helps to achieve homeostasis

o State that non-communicable diseases are self-inflicted or created by environmental conditions, such as dietary deficiency diseases or cancers.

o Example of a of non-communicable disease (non-infectious): coronary heart disease (Circulatory System).

o State that communicable diseases (infectious) are due to pathogens (i.e. traditional 5 classes) which are passed between organisms.

o Explain briefly the use and abuse of antibiotics in the treatment of bacterial infections

o List and infer the methods of transmission - Airborne or droplet transmission, waterborne transmission, foodborne transmission, transmission by contact, and vector-borne transmission.

o List the control of pathogens – Sterilisation, disinfections and antiseptics, antibiotics, control of vectors including mosquitoes, control of major reservoirs of infection by the detection of human carriers and methods of protection against, and destruction of pathogen.

o Briefly explain the immune response of the body with respect to action of WBC and platelets.

3. Continuity

Cells o State that cell nucleus contains genetic materials which are necessary for

reproduction.

Fertility ○ Describe the different strategies for reproduction in terms of the advantages and

disadvantages of r-strategies and K-strategists, using suitable examples to illustrate the differences.

○ Distinguish between internal and external fertilisation and describe the features associated with each, including the advantages and disadvantages of each method.

○ Distinguish between asexual and sexual reproduction, including the consequences and advantages of each method.

○ State that sexual reproduction involves the fusion of an egg and a sperm.

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Key Themes

in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module)

Raffles Programme Year 3-4

○ Compare the male and female gametes in terms of size, numbers and mobility. ○ Understand that there are physical changes during puberty and early adolescence. ○ Describe the structures and functions of the human male and female reproductive

systems. ○ Explain the main features of the human menstrual cycle including the development of

the follicles and corpus luteum, and cyclical changes to the endometrium. ○ Relate physiological changes during menstruation to the changes in the levels of

hormones regulating the cycle (progesterone, estrogen, LH and FSH) ○ Analyse the graphs on the effects of hormones on the menstrual cycle with reference to

the feedback mechanism. ○ Describe fertilisation and early development of the embryo (including the structure and

function of the amniotic structures and placenta. ○ Outline the various methods of contraception. ○ Describe in vitro fertilisation as the union of an egg and sperm in a laboratory followed

by implantation of the zygote, or fertilised egg, into the uterus. Cellular Reproduction ○ Classify cells into two groups- Prokaryotes and Eukaryotes ○ Contrast the generalised structure of prokaryote and eukaryote and provide examples

of each type. ○ Describe the components of a nucleotide: a 5C sugar (ribose or deoxyribose), a

nitrogenous base (purine or pyrimidine), and a phosphate. Identify the bases that form nucleotides.

○ Explain how the Watson-Crick double-helix model of DNA is formed using the base pairing rule (for creating a complementary strand from a template strand) and hydrogen bonds. Describe the importance of complementary base pairing to the conservation of the base sequence in DNA.

○ Describe the structure of DNA including the antiparallel strands, the 3’-5’ linkages, and the role of the hydrogen bonding between purines and pyrimidines.

○ Contrast the structure and function of DNA and RNA. ○ Describe the semi-conservative replication of DNA, and interpret experimental evidence

for this process. ○ Explain the role of DNA polymerase, DNA ligase, RNA primase and Okazaki fragments in

DNA replication. ○ State that DNA replication proceeds only in the 5’ to 3’ direction and explain the

significance of this. ○ Explain that there are two different types of cell division in most organisms, both with

different purposes ○ Using diagrams, describe the behaviour of chromosomes during mitotic and meiotic cell

cycles in eukaryotes. Include reference to: mitosis, growth (G1 and G2 ), and DNA replication.

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Key Themes

in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module)

Raffles Programme Year 3-4

○ Describe the difference between sister chromatids and homologous chromosomes. ○ Identify and describe the following events in mitosis: prophase, metaphase, anaphase

and telophase ○ With respect to both plant and animal cells, understand the term cytokinesis, and

distinguish between nuclear division and division of cytoplasm. ○ Explain the importance of mitosis in growth and repair, and asexual reproduction. ○ Explain the need for the production of genetically identical cells (daughter nuclei with

chromosomes identical in number and type) and fine control of replication. ○ Explain carcinogens can upset the normal controls regulating cell division. ○ Explain the need the fine control of replication. ○ Define terms: cancer. ○ List factors that increases the chances of cancerous growth ○ Explain the general significance of meiosis in generating genetic variation. Identify how

meiosis creates new allele combinations in the gametes ○ State that meiosis involves DNA replication during interphase, but followed by two

cycles of nuclear division ○ Summarise principal events in meiosis, including :

Pairing of homologous chromosomes(synapsis) and formation of bivalents

Chiasma formation and exchange between chromatids in the reduction divisision

Separation of chromatids in the second division and the production of haploid cells

The associated behaviour of nuclear envelope, plasma membrane and the centrioles

Indentification of the names of the main stages ○ Describe the behaviour of homologous chromosomes (and their associated alleles)

during meiosis and fertilisation, with reference to

The Independent Assortment of maternal and paternal chromosomes. Chances governs which pole each chromosome of the bivalent moves to ensure random combinations of non-homologous chromosomes in the haploid nuclei

The recombination of segments of maternal and paternal homologous chromosomes in crossing over

The random fusion of gametes during fertilization ○ Explain how these events in meiosis and fertilization give rise to genetic variety in the

gametes ○ Describe the similarities and differences between mitosis and meiosis ○ Describe the properties of stem cells (ESC) and embryonic stem cells (ESC) Mendelian Genetics ○ Understand the law of segregation, and the law of independent assortment. ○ Define the terms: allele and locus. Distinguish between dominant, recessive and

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Key Themes

in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module)

Raffles Programme Year 3-4

codominant alleles. Explain how new alleles are formed. ○ Describe how genes, and their dominant and recessive alleles, are represented

symbolically by letters of the alphabet. Explain clearly what is meant by the terms: heterozygous and homozygous.

○ Distinguish between genotype and phenotype and use these terms appropriately when discussing the outcomes of genetic crosses.

○ Demonstrate an ability to use a Punnett square through to the F2 generation in the solution of different inheritance problems as well as to determine the probability of the occurrence of a particular genetic outcome (genotype and phenotype ratios). Define the terms: monohybrid, and dihybrid cross.

○ Define and demonstrate an understanding of the terms commonly used in inheritance studies: cross, carrier, selfing, pure-breeding, test-cross, offspring (progeny), F1 generation, F2 generation.

○ Describe the symbols and notation used in pedigree analysis charts. Use pedigree analysis charts to illustrate the inheritance of genetically determined traits in a ‘family tree’.

○ Describe monohybrid inheritance involving a single trait or gene locus. Solve problems involving the inheritance of phenotypic traits that follow a simple dominant-recessive pattern.

○ Solve problems involving the inheritance of phenotypic traits that follow a pattern of codominance.

○ Recognize that multiple alleles (alternative alleles) may exist for a single gene, e.g. ABO blood groups. Solve problems involving the inheritance of phenotypic traits involving multiple alleles.

○ Describe dihybrid inheritance involving unlinked, autosomal genes for two traits. Solve problems involving dihybrid inheritance of unlinked genes.

○ Understand the basis of sex determination in humans. Recognize humans as being of the XX/XY type. Distinguish sex chromosomes from autosomes.

○ Define the term: sex linked. Describe examples and solve problems involving different patterns of sex linked genes (e.g. red-green color-blindness or hemophilia).

○ Contrast the pattern of inheritance of sex linked recessive traits and sex linked dominant traits.

○ Distinguish between continuous and discontinuous variation in phenotypes and explain the genetic basis for each pattern.

Molecular Genetics ○ Explain the role of gel electrophoresis of DNA in gene technology. Identify properties of

the gel that facilitates the separation of DNA fragments. ○ Recall how the DNA fragments on a gel are made visible. Describe the role of DNA

markers in identifying DNA fragments of different size.

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Key Themes

in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module)

Raffles Programme Year 3-4

○ Explain how restriction enzymes work, including the role of the recognition site. Distinguish between sticky end and blunt end DNA fragments.

○ Describe the steps and role of polymerase chain reaction (PCR) as an artificially induced form of DNA replication (DNA amplification).

○ Outline the basis by which information is transferred from DNA to protein (or functional RNA products).

○ Contrast the structure and function of DNA and RNA. ○ Describe the role of messenger RNA (mRNA). In simple terms, describe the process of

transcription, identifying the role of RNA polymerase. State the direction of transcription (5’ to 3’ direction).

○ Distinguish between the non-template strand and template strand. Relate the base sequence on each of these strands to the sequence on the mRNA molecule.

○ In simple terms, describe the process of translation. Describe the role of transfer RNA (tRNA) molecules in translation, with reference to the significance of the anticodons. Understand and explain the general role of ribosomes in translation.

○ Describe translation as a process involving initiation, elongation, and termination, occurring in a 5’ to 3’ direction.

○ Define the term mutagen. Describe the effects of chemical mutagens, radiation and biological mutagens on DNA.

○ Explain what is meant by a gene mutation. Distinguish the cause and effect of point mutations and frameshift mutations.

○ Describe the effect of a base substitution mutation on the resulting amino acid sequence and the phenotype, as illustrated by the sickle cell mutation in humans.

Molecular Cloning ○ Develop an understanding of the overall scheme of gene expression. ○ Describe a recombinant DNA molecule and explain how to make and screen for

recombinants using restriction enzymes, gel electrophoresis, ligase, vector and transformation.

○ Describe selection for the presence of gene/DNA fragment of interest using PCR and basic bioinformatics tools.

GMO

o Define what GMOs are.

o Explain, using relevant molecular techniques, in the creation of GMOs useful in medicine and agriculture.

o Discuss the relevant biological, ethical, social, and/ or economic issues associated with the production and impact of GMOs

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Key Themes in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module) Raffles Programme Year 3-4

4. Energy, Matter & Organisation

Cell and Cell Differentiation o State that the basic unit of all living things is the cells. o Identify, draw and state the function of chloroplasts, cell membrane, cell wall,

cytoplasm, cell vacuoles, nucleus, mitochondria in typical plant and animal cells from diagrams and photomicrographs.

o Compare and contrast typical plant and animal cells. o Explain how the structure of specialized cells (i.e. epithelial cells of villus, root hair

cells and red blood cells) is related to function.

Biomolecules and Enzymes ○ Understand and describe the properties of carbohydrates, fats, proteins and water

(understand their roles, recall, recognize and identify the general formulae and structure of these molecules)

○ Describe condensation and hydrolysis reactions ○ Explain enzyme action (lowering of activation energy) and factors influencing their action

(pH, temperature, enzyme and substrate concentration, competitive and non competitive inhibition)

○ Explain the synthesis and secretion of enzymes including organelles involved in protein synthesis. (Details of the Central Dogma of Molecular Biology would be covered in Y4)

○ Explain the mechanisms of enzyme action, including lock-key hypothesis and induced-fit hypothesis.

○ Appreciate the use of enzymes in industry

Photosynthesis ○ Explain how a plant is adapted for efficient photosynthesis. ○ Draw, label and identify the structures within a leaf, including the different types of cells

as seen under a microscope. ○ Explain how the stomata are able to open and close, in accordance to changes in water

potential in the guard cell. ○ Explain that transpiration is the process that allows water to constantly move upwards

from the roots to the leaves, and is dependent on different processes (root pressure, capillary action and transpiration pull)

○ Describe the full process of photosynthesis with reference to the full equation for photosynthesis.

○ Describe the light-dependent reaction of photosynthesis as involving only water and light, and producing oxygen gas and the energy molecules ATP and NADPH (in simple terms).

○ Describe the light-independent reaction of photosynthesis as involving the products of the light-dependent reaction (ATP and NADPH) converting carbon dioxide to glucose (in simple terms).

○ Explain that ATP is an energy carrier in cells because it has high-energy phosphate bonds that release energy when broken.

○ Explain the concept of limiting factors in the living system and how it effects reactions. ○ Show that the rate of photosynthesis is dependent on various factors ○ Explain the effect of changes in temperature, light intensity, wavelength, carbon dioxide

and oxygen concentration on the rate of photosynthesis. ○ Interpret graphs of rate of photosynthesis and plant growth. ○ Compare and contrast the processes of Photosynthesis and Respiration. ○ Design a controlled experiment, collect and organise data using instrumentation ○ Formulate a hypothesis from which testable predictions can be made - make & test

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Key Themes in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module) Raffles Programme Year 3-4

predictions

Respiration ○ State the uses of energy in the body of humans: muscle contraction, protein synthesis,

cell division, active transport, growth, the passage of nerve impulses and the maintenance of a constant body temperature.

○ Define aerobic respiration in words or symbols. ○ Describe the roles of enzymes in the control of respiratory pathways, illustrated by

oxidoreductases and hydrolases. ○ Identify the main steps of cellular respiration: glycolysis, Kreb cycle and electron

transport chain. ○ Describe respiration in terms of Glycolysis, Kreb Cycle and the Electron Transport Chain ○ Describe the conversion of monosaccharides to pyruvate during glycolysis; the

phosphorylation of hexose molecules; breakdown to glycerate 3-phosphate (GP); production of reduced coenzyme (NADH + H+) and chemical potential in ATP during oxidative phosphorylation in the electron transport chain. (Details of intermediate compounds and reactions, other than those specified, are not required)

○ State the role of oxygen as the final electron acceptor and the formation of water ○ Indicate on a diagram or micrograph of a mitochondrion, where each stage of the cellular

respiration occurs. ○ Define anaerobic respiration in humans and yeast in words or symbols. ○ Explain the formation of lactic acid in muscle; formation of ethanol in yeast when

pyruvate do not undergo complete oxidation in the absence of oxygen. ○ Describe the effect of lactic acid in muscles. ○ Compare and explain the differences in the yields of ATP from complete oxidation of

glucose and from the fermentation of glucose to lactic acid or ethanol. ○ Explain that aerobic respiration releases a much greater amount of energy per glucose

molecule than anaerobic respiration. ○ Appreciate how different organisms are adapted for efficient gaseous exchange. ○ Explain how the human respiratory system is adapted for its function as a mechanism to

obtain oxygen for respiration and to excrete waste carbon dioxide. (Include reference to the larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries.)

5. Ecology

Ecosystems o Identify biotic and abiotic characteristics in an ecosystem. o Briefly explain different types of symbiotic relationships and interpret them as

parasitism, commensalism and mutualism. o Briefly explain how the different populations of organisms in a food chain or food

web are interdependent to each other in terms predator-prey and competition. Energy Flow

Ecosystems and Species Interaction ○ Explain how a biosphere consists of interdependent and interrelated ecosystems.

Appreciate implications of this with respect to the impact that humans have on the environment.

○ Recognize major biomes on Earth and explain how they are classified according to major vegetation type. Explain the effect of latitude and rainfall determining the distribution of world biomes. Appreciate that the effect of altitude is similar to latitude.

○ Explain the role of defense mechanisms in predation and competition, e.g., mimicry,

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Key Themes in Biology

Raffles Programme Year 1-2 (12-week Lower Secondary Science Module) Raffles Programme Year 3-4

o State that the Sun is the principal source of energy input to biological systems. o Describe the non-cyclical nature of energy flow. o Define autotroph (producer), heterotroph (consumer), detritivore and saprotroph

(decomposer), and trophic levels. o Explain how energy losses occur along food chains, and discuss the efficiency of

energy transfer between trophic levels. o Interpret food chains, food webs, pyramids of numbers and biomass. o Cite an example of invasive species that affected the food chain or ecosystem.

protective coloration, toxins, behaviour

Energy Flow ○ Describe and explain the Carbon Cycle in relation to flow of energy and cycle of matter.

Practical Ecology ○ Understand how sampling techniques can be used to determine population size,

diversity of organisms found in an area and their distribution. ○ Appreciate the influence of abiotic factors on the distribution and abundance of

organisms in a habitat. ○ Describe the following techniques used to study aspects of populations (e.g. distribution,

abundance, density). Identify the advantages and limitations of each method with respect to sampling time, cost and the suitability to the organism and specific habitat type

○ Describe methods to measure abiotic factors in a habitat. Include reference to the following (as appropriate): pH, light, temperature, dissolved oxygen, relative humidity

○ Appreciate the influence of abiotic factors on the distribution and abundance of organisms in a habitat.

Human’s Impact on the Environment ○ Evaluate the effects of:

water pollution by sewage and by inorganic waste

pollution due to insecticides including bioaccumulation up food chains and impact on top carnivores

pollution due to organic waste leading to eutrophication ○ Discuss reasons for conservation of species with reference to the maintenance of

biodiversity. ○ Explain what is Tragedy of the Commons and think of ways of preventing this from

happening. ○ Discuss the importance of sustainable development. ○ Discuss the moral obligations of man in conservation and environmental protection. ○ Develop an awareness of personal lifestyle impact on the environment. ○ Adopt a stand towards sustainability and conservation and be able to hold discussions

using specific examples to justify their claims.

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Skills / Processes Students will develop skills in answering questions, solving problems and making decisions. These skills play an important role in the development of scientific understandings and in the application of science and technology to new situations. Four broad skill areas are outlined in the Raffles Programme Science curriculum, with three additional skills specific to the discipline of Biology.

Category Skills Transferable Skills

1. Initiating and Planning

Skills of questioning, identifying problems, and developing preliminary ideas and plans.

Research and inquiry skills Analyse scientific literature Experimental design skills

2. Performing and Recording

Skills of carrying out a plan of action that involves gathering evidence by observation and, in most cases, manipulating materials and equipment.

Laboratory skills (selecting and using appropriate apparatus, identify and handle potential hazards, using lab instruments) Collecting and recording experimental data

3. Analysing and Interpreting

Skills of examining information and evidence; processing and presenting data so that it can be interpreted; and interpreting, evaluating and applying the results.

Representing and interpreting experimental data Problem solving Selecting tools and computational strategies Reasoning and proving

4. Communication and Teamwork

In science, as in other areas, communication skills are essential at every stage where ideas are being developed, tested, interpreted, debated and agreed upon. Teamwork is also important, as the development and application of science ideas is a collaborative process both in society and in the classroom.

Communication skills Writing skills

5. Observation & Biological Drawing

Close observation of specimens and using biological drawings to record the observer’s cumulative experience and communicate information more effectively.

Communicate as a biologist in the form of drawing.

6. Fieldwork Practical and data analysis

Using a range of graphical and statistical techniques for the analysis of ecological data and make clear the links between experimental design and methods of analysis.

Interpreting data as a biologist and transferring the skills and knowledge to the study of new habitats and new ecological questions.

7. Digital Literacies Search using multiple sources and platforms to find relevant knowledge

Navigate through multiple sources and platforms to find relevant knowledge

Evaluate knowledge from multiple sources and platforms to establish credibility

Collaborate with peers using multiple sources and platforms to synthesize new knowledge

Synthesize new knowledge from multiple sources and platforms

Search, navigate and evaluate multiple sources and platforms with peers to synthesize new knowledge.

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Values & Dispositions

VALUES DISPOSITIONS Connectedness Developing a sense of community through friendship, care, compassion, cooperation, acceptance, belonging and sharing.

Achievement Attaining personal success in a range of human endeavours, pursuing individual excellence and displaying pride and satisfaction in personal achievement.

Resilience Recognising strengths and maximising potential; developing self- management, self-confidence and self-respect; and nurturing optimism, perseverance and well-being.

Equity Developing tolerance and a commitment to social justice, acknowledging diversity, respecting difference and encouraging distinctiveness.

Integrity Acting honestly, ethically and consistently.

Responsibility Accepting both individual and collective responsibility and contributing to sustainable community development.

Creativity

Valuing original ideas, demonstrating enterprise and innovation, and engaging with and responding to aesthetic qualities of the natural and constructed world.

Interest in Science Develop enthusiasm and continuing interest in the study of science. Develop a sense of wonder and awe for nature Show an intellectual and aesthetic appreciation for the complexities of living things and their interrelationships in nature.

Mutual Respect Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds. Show awareness of and respect for the scientific thinking and collaborative effort that goes into the development of the theory of evolution

Scientific Inquiry Develop attitudes that support active inquiry, problem solving and decision making.

Collaboration Develop attitudes that support collaborative activity.

Stewardship Develop responsibility in the application of science and technology in relation to society and the natural environment. Show respect for all forms of life. Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment

Safety

Demonstrate a concern for safety in science and technology context.

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Science, Technology & Society

NATURE OF SCIENCE SCIENCE & TECHNOLOGY Understand the conventions of nomenclature and notation provide a basis for organizing and communicating scientific theory, relationships and concepts.

Understand that scientific knowledge and theories develop through hypotheses, the collection of evidence through experimentation, observation and the ability to provide explanations.

Understand that scientists through the ages build their understanding from the works of many researchers before them.

Scientific knowledge and theories develop through the hypotheses, the collection of evidence through experimentation and observation.

Understand that humans are both a product and a driving force of biological evolution.

Understand that science and technology are developed to meet societal needs and expand human capability.

Understand that scientific knowledge may lead to the development of new technologies and new technologies may lead to scientific discovery. Aware that science and technology have both intended and unintended consequences for humans and the environment. Understand that decisions regarding the use of scientific and technological developments involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations.

SOCIAL AND ENVIRONMENTAL CONTEXTS

Appreciate how literary works, visuals and documentaries could play important role in communicating science concepts and the message for conservation.