Level 1 Science with Biology and Chemistry
11SBC Course DescriptionTeacher in Charge: Ms N. Chand.
Entry RequirementsEntry Requirements:
Good understanding and knowledge on Material world and living world topics from junior Sciences. Akonga use their understanding to make evidence-based decisions in their everyday lives and develop their understanding of scientific methods. Ākonga who aim their career based on health sciences and Engineering can choose to study this course in Level one Sciences.
This course provides students with the core knowledge required to pursue the specialist sciences in year 12. It gives an overview and a practical experience of chemistry and biology in a local context which students can connect and relate to.
SCIENCE – YEAR 11
NCEA LEVEL 1
CODE: 11CB
Aims:
Whakataukī : Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū
Big Ideas create the house; knowledge maintains it. The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, scientists must think critically about new and old ideas, and constantly work to refine understanding. As new knowledge comes to light, scientists must adjust their thinking to carry the knowledge and ideas of the past into the future.
Students of Chemistry and Biology will explore:
- The relationship between micro-organisms and the environment
- Chemical reactions in real world contexts
- The physical properties of materials
Where can this subject take you?
Success in this course will provide students with the basic knowledge and skills that will be useful for studying Level 2 Chemistry, Biology or general Science. This course is also important if students want to study Health and engineering-based degrees or want to make their career in science and technology industry.
For further information see: Ms.Auina
Please note: This course may be selected with Year 11 Physics and Earth Space Science, but not with General Science, as there is an overlap in the standards assessed.
Course Overview
Term 1
We will be looking at demonstrating and understanding the relationship between a microorganism and the environment-92020 (V2)-5-Research
Compare models and representations used to represent the structure of atoms, ions and molecules and relate to ‘what’s in water’, using ākonga knowledge or media reports.
Consider nitrates, lead ions, phosphates, fluoride, and chloride (swimming pools).
Develop a representation of the particles found in a local waterway – using models which show the types of particles – atoms, ions, and molecules · investigate life processes of microorganisms and link to environmental conditions that affect these.
Grow microorganisms using agar or potato media (mit.edu) – taking samples from local water sources. Compare growth in different environmental conditions (salinity, temperature, pH, nutrients).
Develop a representation showing examples of the living material found in a local awa or roto
Explore the meaning of the terms mauri and taiao and how they are linked (see What is Mauri?, Dirty rivers destroying mauri of our oceans (newsroom.co.nz), and pp. 10–15 and 25–30 of Te Mana o te Taiao (Aotearoa New Zealand Biodiversity Strategy 2020)) See mauriometer for examples of how to identify aspects of mauri of a taiao.
Term 2
92021(V2)-Demonstrate understanding of a chemical reaction in a specific context-6-Report
Investigate a range of products to identify and evaluate local substances that can be used as pH indicators.
Test the chemical and biological properties of soils from the local area, such as acidity (pH), organic reserves (C, N), fertility (P). Link to soil health and microorganisms. Pathways education opportunities – interview gardeners, farmers, stock and station agents, or local hardware store workers. See The Mana of Soil – Manaaki Whenua (landcareresearch.co.nz).
Consider the chemicals involved in the process of photosynthesis, in terms of naming the ‘reactants’ and ‘products’. Where do plants get their matter from? Relate this to the concept of conservation of mass.
Consider the chemicals involved in the process of cellular respiration, in terms of naming the ‘reactants’ and ‘products’. Where do living things get their energy from? Relate this to the concept of conservation of mass.
Explore the chemistry of food. For example, why do we not eat unripe fruit? Investigate the concept of neutralisation as ākonga test the pH f foods. Investigate why some foods are OK to eat while others are not, and look at the same food at different stages of development.
Explore the toxicity of naturally occurring chemicals produced by plants vs artificial sprays that are used to protect them from insect damage.
Explore how hydroelectric dams can act as barriers to tuna migration, and the implications.
Identify reactants and products of complete and incomplete combustion, linked to patterns of electricity generation in New Zealand.
Investigate the use of chemicals to increase the yield of produce, and the possible consequences of these chemicals on the environment or other living things.
Explore the concept of heat and cooking and what this does to the molecules in foods. Include studies of complete and incomplete combustion. Extend this to studies of the effect of pollutants on humans and other living things,
Investigate the effect of pH on soils and on the things that grow in them. Conduct an experiment looking at germination or growth in different pH levels/comparison of native vs exotic species in the same pH. Link learning to the concept of neutralisation and how the pH of sols can be changed.
Explore pathways education opportunities: visit the supermarket and interview the manager, visit the hardware store to explore chemicals used in community gardens.
Term 3
92023(V2) Demonstrate understanding of how the properties of chemicals inform their use in a specific context-4-Exam
What are atoms, ions and molecules, and how do their properties relate to health sciences?
Model the structure of atoms, ions and molecules using clay, molymods, or other suitable hands-on resources.
Relate atoms, ions and molecules to aspects of health sciences, such as haemoglobin as a molecule, and sodium ions as “electricity” in nerves.
Explore patterns in melting and boiling points and correlate data with graphs to identify patterns in different materials based on attraction between particles.
Invite a lab technologist or use video conference links to discuss what ‘medical tests’ are, and to explore potential ākonga pathways and options for post-secondary training in laboratory technology.
Research what materials are used as surgical implants (such as titanium alloys and polyethylene) and the properties that make them suitable for this use.
Household safety can include exploration of insulators vs conductors and properties of materials. Include workplace safety guidelines.
Engage local contractors such as electricians, interior designers, and manufacturers to speak via video conferencing on the properties of materials they use in their jobs. Have ākonga interview others separately and report back to class.
Useful resources for ākonga include: · The Rena Disaster — Science Learning Hub · Māori health for healthcare providers (Healthify).
What are electrolytes? · Explore the concept of soluble versus insoluble, testing household substances and everyday items.
· Use models, diagrams, and animations to develop an understanding of the dissolving process.
· Investigate which “salts” are soluble – identify and discuss any patterns in your results.
· Evaluate the impact of taking large doses of water-soluble vitamins and any potential consequences of high doses of fat-soluble vitamins.
Carry out an investigation into factors that affect rate of evaporation, for example drying of clothes.
Explain how sweating cools us down. Relate this to why we feel cold when we come out of the water on a windy day and justify this in terms of attractions between particles. Useful resources for ākonga include: · Vitamin C — the antiscorbutic — Science Learning Hub · Micronutrients — Science Learning Hub
What chemicals can be found in everyday items, and how do they relate to our body? Explore everyday items, the chemicals in them, and how they relate to the human body.
Starting points could include:
Chemicals everywhere (Science Learning Hub). · Which chemicals are poisonous (Science Learning Hub).
What a lethal dose means (see Compound Interest: Lethal Doses of Water, Caffeine and Alcohol (compoundchem.com)).
“The Dose Makes the Poison” — Chemical Safety Facts with this supporting document (chemicalsafetyfacts.org). Explore the differences in reactivity between an atom and its ion.
For example: · sodium metal (is highly reactive, and will explode in flames on contact with water) vs sodium ion (in food it is generally stable and unreactive)
magnesium metal (burns vigorously in fireworks) vs magnesium ion (reduces muscle cramps, improves sleeping)
demonstrate precipitation from CuSO4 + 2NaOH to show how ions are rearranged to form new chemicals – relate this to the body as a big bag of chemicals that is constantly being added to with foods.
What we put in our body will affect us. Relate this to the pattern of ion formation and position of an element on the Periodic Table. Does ‘organic’ necessarily mean something is safer or better?
Consider this series of posters about the chemistry of different food products (Basic Knowledge 101)
Investigate chemicals made by natural or artificial processes.
Explore vitamins in Pacific foods, such as testing the level of vitamin C and comparing results to the product label.
Consider inviting a nutritionist, pharmacist, or food technologist to speak on use of chemistry in the workplace via video conferencing, or use the Careers NZ website to explore these pathways.
Identify and look for patterns in the chemicals present in goods on the supermarket shelves such as foods, cleaning, and hygiene products.
Consider the potential meaning of ‘chemical-free’ statements in advertising such products.
Evaluate the claims relating to homeopathy and consider the potential impact of the extreme dilutions used. Relate this to our understanding of the ‘placebo’ effect and why we use double blind trials for evaluating any new pharmaceutical drug.
Explore some chemicals that can have both positive and negative effects, dependent on dosage or location. For example: 8 weeks
Explore the implications of the conservation of mass in a chemical reaction · fluoride in small doses improves tooth enamel hardness and reduces tooth decay, medium doses causes mottling of tooth enamel, large doses are toxic · salt (sodium chloride) is essential for our bodies but impacts on hypertension in higher doses
chlorine is an effective germicide for water supplies and pools at low doses but toxic at high doses
nitrate is a good fertiliser for pasture growth, but excess amounts cause problems with quality of waterways · lead compounds in petrol gave more efficient combustion but resulted in toxic contamination of the environment.
What chemicals are present in rongoā and Pacific traditional remedies? Explore the chemicals present in traditional remedies. This could include: · kawakawa, harakeke, kōwhai and mānuka
willow (precursor of today's aspirin) and tea tree · acid base home remedies, such as treatment of bee stings versus wasp stings, or use of ongaonga (nettle)
foods that provide specific nutrients. Consider inviting a nutritional expert, chef, or grocer to speak about food ingredients, using video conferencing or recorded ākonga interview.
Measure the pH of common materials such as: · cleaning products · toothpaste lemon juice · tomato juice · milk · sodas · shampoo. Find out what pH measures and the effect of a log scale.
Design and carry out an investigation to determine the effectiveness of different antacids on stomach acidity. Conservation of mass in chemical reactions When something is burned, does it just disappear?
Set up an experiment to demonstrate that CO2 is a product of the complete combustion of fuels such as ethanol.
Explore how combustion of ethanol happens through a series of reactions and what happens if there is only a limited supply of oxygen (incomplete combustion).
Use balanced chemical equations to show that mass is conserved in all types of chemical reactions.
Show that the equations illustrate that less oxygen is used in incomplete combustion.
Relate production of CO or C from incomplete combustion to impact on human health (carboxyhaemoglobin) and the dangers of burning fuels in enclosed spaces.
Investigate the impact of anaerobic respiration producing lactic acid and associated muscle pain. Relate this to Pacific activities such as dance, sport and ocean traveling in traditional vessels.
Term 4
Revision for external exams and opportunities for resubmission.
Level 2 Biology, Level 2 Chemistry
Supplementary Materials/ Equipment$17 Optional workbook