Biology Subject Plan2014 – 2015

Subject Aims

Quoted from the Leaving Certificate syllabus:“Through the study of biology students employ the processes of science in their investigations and explore the diversity of life and the inter-relationship between organisms and their environment. Students develop an understanding and knowledge of the unit of life – the cell – whose structures and processes are shared by all living organisms and, in so doing, gain an insight into the uniqueness, function and role of organisms, including themselves. In addition, they become aware of the use by humans of other living organisms and their products to enhance human health and the human environment and make informed evaluations about contemporary biological issues.”

The aims of the syllabus are: Contribute to students' general education through their involvement in the process

of scientific investigation and the acquisition of biological knowledge and understanding.

Encourage in students an attitude of scientific enquiry, of curiosity and self-discovery through:

1. Individual study and personal initiative2. Team work3. Class-directed work

Develop an understanding of biological facts and principles. Enhance an interest in and develop an appreciation of the nature and diversity of

organisms. Create an awareness of the application of biological knowledge to modern society in

personal, social, economic, environmental, industrial, agricultural, medical, waste management and other technological contexts.

Develop in students an ability to make informed evaluations about contemporary biological issues.

Syllabus StructureThe syllabus is composed of three units:

Unit One: Biology - The Study of LifeUnit Two: The CellUnit Three: The Organism.

DurationThe syllabus is designed for approximately 180 hours of class contact time (the equivalent of 270 class periods of 40 minutes duration or five class periods per week, to include at least one double period). A specific number of class periods for each sub-unit of the syllabus are recommended. These should be treated as a guideline intended to indicate the approximate amount of time needed. Teachers are encouraged to exercise discretion when allocating time periods to the various elements of the syllabus.

Practical Activities (adapted from the biology syllabus)In the course of their studies, students will undertake a range of practical work, laboratory work and fieldwork. Students will carry out these activities over the duration of the course. A record of this work will be retained. In all practical work safety is a major concern. Teachers encourage their students to develop positive attitudes and approaches to safety in the range of activities they encounter and inculcate in them an awareness of the values of creating a safe working environment. Standard laboratory safety precautions will be observed and care will be taken when carrying out activities. All legal and health regulations will be adhered to in activities involving live and dead organisms/organs/tissues. Before using organisms/organs/tissues, detailed information on the appropriate methods for the use and disposal of these organisms/organs/tissues will be studied and strictly implemented. Students will be aware of all aspects and procedures involved in the scientific method prior to conducting an experiment.

Head of Biology for 2014-2015:John Loughlin (JL)

Teachers of Biology 2014-2015:Paul de h’Ora (PdH)John Loughlin (JL)Keith O’Reilly (KOR)

Option Structure:Biology is a choice subject. All students would have taken science to Junior Cert. but not necessarily at higher level.

TimetablingEach class of biology is timetabled for 5 classes per week with this quota including one double class per week for experiments to be conducted.

Student Access to Subject:Biology is available by choice with advice taken from the career guidance counsellors and science teachers.

Grouping of Pupils:Each class group is mixed ability. Pupils are grouped by management in accordance with their subject choices.

Teaching:The higher level course is taught throughout the two year course. All students are encouraged to do higher level. If exam results are unsatisfactory, the individual teacher may advise the student to do ordinary level. It is strongly advised that the student follow the teacher’s advice. However, the final choice is with the student.

Text books used: Teachers are free to decide on the text book they wish their students to use. The two texts currently in use are listed below:

Leaving Certificate BiologyAuthor: Michael O’CallaghanPublished by EdCo (€29.95)

BioAuthor: John LoughlinPublished by Educate, includes free e-book and illustration CD (€17.99) – available to buy at Swift Print, Upper Abbeygate St., Galway.

Workbook: It is left to each teacher’s discretion whether or not to use a workbook. The workbooks currently available are:

Modern Biology Workbook – Author: Joe Reville, published by Folens (€7.00) New Senior Biology Workbook – Author: Siobhan Scott, published by Folens (€7.00)

Examinations papers: It is left to each teacher’s discretion to decide on which company’s exam papers to use. Exam papers currently available include:

HL and OL Biology Exam papers, published by EdCo (€5.40) HL and OL Biology Exam papers (includes solutions to 2014-2009 HL papers),

published by Educate (€2.50 (direct); €3.95 (bookshops))

Lab notebook: It is left to each teacher’s discretion to decide on what type of lab note book to use.Lab notebooks currently in use include:

Hardback A4 nature note books (available in book shops) Biology Experiment Book, 3rd edition, published by EdCo (€11.95)

Subject Planning for a Culturally Diverse Society, Students with Special EducationalNeeds, and student’s with a doctor’s certificate: Any students with problems in relation to dissections are excused. Any students with a doctor’s certificate will be excused from certain experiments, e.g.

investigations involving exercise. English language can be a problem for some non-nationals and this makes the learning

of Biology a lot more difficult for them. In as far as possible extra English lessons are given to these students by SEN teachers/assistants. SEN assistants occasionally will sit in class with students providing help to the student where it is needed.

Effective Teaching Methodologies used: Whole class teaching Board work Brainstorming Group work Paired work Investigative practical work – individually and in groups Ecology Fieldwork Active involvement in National Science Week every November IT work/ PowerPoint / Biology CDs

OHP transparencies Biology website – www.leavingcertbiology.net Use of social media – Twitter (@leavcertbiology) and Facebook

(www.facebook.com/leavcertbiology) Self-evaluation sheet (written by KOR) given to students at the beginning of the year –

see Appendix 4.

Teaching Resources: General laboratory supplies Microscopes Pre-prepared slides Anatomical Models (Skeleton, brain, heart, kidney, ear, skin) Charts/Posters Overhead Projectors Broad band in each room Data Projector in each room Data Projector in each laboratory Interactive white board in the Labs 2 and 3.

Literacy:Provisions for literacy in the teaching of biology include:

Use of keyword posters around the science department and the use of these posters during class, where students get the opportunity to ask questions on any words they are unfamiliar with.

Graphic organisers are used – printed off the PDST website and used in class in the form of PowerPoint presentations or as printed sheets for the student to fill in.

Biology quizlets (www.quizlet.com) are used to help with vocabulary. Word parts which involves splitting complex scientific words up into constituent

parts and explaining each part – e.g. photosynthesis becomes photo – meaning ‘light’; synth – meaning ‘to make’; and isis – meaning ‘process’.

Numeracy:Provisions for numeracy in the teaching of biology include:

Teaching patterns that occur biology and throughout the living world, e.g. Fibonacci sequence.

Use of estimation strategies that are used in ecology, e.g. capture-recapture technique and formula.

Learning of the importance of trial and error in experimentation – this involves repetition of experiments and the student realising the importance of mathematics in analysing and collating results and making conclusions.

Conducting calculations in the preparation of various solutions used throughout the experimental aspect of biology, e.g. making up various concentrations of IAA.

Paired/Group work. Use of mind maps in revision.

Lab seating plan:

A lab seating plan is filled out by each teacher for each class taught in the laboratory. There are eight corner benches and a maximum of four students are assigned to each bench (see Appendix 1 for plan).

Provision of Health and Safety Requirements School Science Safety Manual (published 1996; updated 2001): available at:

http://www.education.ie/en/Publications/Education-Reports/Safety-in-School-Science.pdf Safety in the School Laboratory – Disposal of Chemicals, Department of Education and

Science (Published 1996) Guide to the Safety, Health and Welfare at Work Act, 1989 and The Safety, Health and

Welfare at work (General Application) Regulations, 1993, HSA, 2000 Guidelines on Preparing your Safety Statement and Carrying out Risk Assessments, HSA,

2001 Report of the Advisory Committee on Occupational Safety and Health at First and

Second Levels in the Education Sector to the Health and Safety Authority (the Advisory Committee Report), HSA, 1995

The Safety, Health and Welfare at Work Act, 1989 (the 1989 Act) The Safety, Health and Welfare at Work (General Application) Regulations, 1993 (the

General Application Regulations) The Safety, Health and Welfare at Work (Biological Agents) Regulations, 1994 (S.I. No.

146 of 1994) (Amended by S.I. No. 248 of 1998) The Safety, Health and Welfare at Work (Chemical Agents) Regulations, 2001 Aspects of Safety in Science Laboratories in Second Level Schools (Circular M24/04) Safety signs around labs First Aid boxes in each lab and checked weekly (by JL) – see form attached in Appendix 2. Fire exit doors clearly marked and fire drills carried out yearly. Fire extinguishers in science laboratories Eye wash bottles in each lab. Goggles available/used in experiments Special bin for “Sharps” (broken glass etc.) School Health and Safety Statement in Staffroom Laboratory safety rules and specific precautions for particular experiments regularly

discussed with students. New Lab Safety Booklet (see Appendix 3 - written by KOR) given to students. Students study this and have an exam that they must achieve 90% in before being allowed to participate in practicals.

Accident report sheets kept in school office and filled in and filed in the event of any accident, no matter how minor.

Curriculum Content – Long-Term PlanningThe prescribed year plans are detailed below.

5th year:Topics to be covered for common test at the end of 5th year:

The scientific method The characteristics of life Food/Nutrition Ecology (including higher level extensions)

Study of an ecosystem Cell structure Cell diversity Enzymes (including higher level extension) Diffusion and osmosis Energy carriers Respiration Blood The heart and blood vessels The lymphatic system Human nutrition Homeostasis Human breathing (self-study topic – as agreed at Biology subject meeting 26/8/14) Excretion

With extra chapters from Unit 3 to be covered at each teacher’s discretion.

6th year:Topics to be covered from Sept-Nov common mock exam before Christmas:(Note: Mock exam in November will include core topics from 5th year)

Cell division Classification and heredity DNA and RNA Genetics Variation and evolution Genetic engineering

Remaining topics to be covered: (Note: some of the unit 3 topics may have already been covered in 5th year and are included here for informational purposes only)

Photosynthesis Classification of organisms Monera Fungi Protista Viruses Structure of flowering plants Transport in flowering plants Plant responses Sexual reproduction in flowering plants Vegetative propagation The nervous system and senses The endocrine system The skeleton and muscles The human defence system Human reproduction

Homework Procedures Written homework is given each night, where possible, along with work to revise/learn.

Homework is written into students’ homework journals. Homework is monitored, corrected and feedback, where applicable, is given to the

student and/or parents in a number of different ways depending on individual circumstances, e.g. in cases of no homework, lateness, poor exam results, behavioural issues, etc.

Feedback may be given verbally to the student, at parent-teacher meetings, in the student’s journal, copy or lab copy, in letters home, texts home or phone calls home.

Class Assessment Procedures:Class tests are given at each teacher’s discretion with each teacher giving a class test at least once per calendar month

Formal tests and reports:5th Year: Christmas exam given in December with reports sent out in January. Common exam is to be given at the end of the academic year in May 2015. End of year report sent out in early June.Leaving cert: Formal testing is given at Christmas and in Leaving Cert mock examinations in February each year. Reports are sent home at Christmas and after the mock examinations.

Parent Teacher meeting:There is one meeting per year for each year group where parents are informed of progress.

Last DES Subject Department Inspection: April 2009

Leaving Cert Biology Results:

2014 2013 2012 2011 2010

School Dept School Dept School Dept School Dept School Dept

Total no. of students 78 32985 86 31473 81 30544 79 30311 50 29251

Total no. of Hon students 55 24473 81 23410 75 22739 70 22632 50 20971

Total no. of Ord students 23 8512 5 8063 6 7805 9 7680 0 8280

% Hon Level students 70.51 74.19 940.2 74.38 92.59 74.45 88.61 74.67 100 71.69

% Ord Level students 29.49 25.81 5.81 25.62 7.41 25.55 11.39 25.34 0 28.31

% Receiving Hon 72.73 69.13 67.9 69.67 66.67 71.1 74.29 70.34 72 7.06

% Passing Hon 92.73 93.1 86.42 91.79 94.67 91.6 95.71 91.68 90 90.8

% Failing Hon 7.27 6.9 13.58 8.21 5.33 8.4 4.29 8.32 10 9.2

% Passing Ord 91.3 90.87 80 86.61 66.67 86.51 88.89 86.8 0 85.89

% Failing Ord 8.7 9.13 20 13.39 33.33 13.49 11.11 13.19 0 14.11

% Fails at both levels 7.69 7.47 13.95 9.54 7.41 9.7 5.06 9.55 10 10.59

Avg points at Hon Level 66 64 62 64 67 65 71 65 64 65

Avg points at Ord Level 20 21 18 21 11 20 22 21 0 23

Avg points at both levels 53 53 60 53 63 54 65 54 64 53

Honours A1 A2 B1 B2 B3 C1 C2 C3 D1 D2 D3 E FActual 3 5 4 4 10 5 5 4 4 4 3 4 0

Projecte 3 5 4 5 6 5 6 6 5 5 4 1 3

dVariation 0 0 0 -1 4 0 -1 -2 -1 -1 -1 3 -3

Ordinary A1 A2 B1 B2 B3 C1 C2 C3 D1 D2 D3 E FActual 0 0 1 1 1 3 4 4 3 3 1 1 1

Projected 0 0 1 1 2 2 3 3 2 2 2 0 1

Variation 0 0 0 0 -1 1 1 1 1 1 -1 1 0

Leaving cert results are discussed in detail at the subject meeting at the end of August each year.

Appendix 1: Lab seating plan

Appendix 2: First Aid Kit Checking formDate Notes/Description29/8/14

5/9/1412/9/1419/9/1426/9/143/10/1410/10/1417/10/1424/10/147/11/1414/11/1421/11/1428/11/145/12/1412/12/1419/12/149/1/1516/1/1523/1/1530/1/156/2/1513/2/1527/2/156/3/1513/3/1520/3/1527/3/1517/4/1524/4/151/5/158/5/1515/5/1522/5/1529/5/15

Appendix 3: Lab Safety Booklet

The following document contains the safe laboratory practices and guidelines which will

promote a safe and enjoyable time during your study of science in St. Joseph’s College.

It is designed to encourage safe and responsible behaviour, ensuring the safety for you,

your class mates and teachers.

Contents

Page

Section 1: Dressing for the Occasion 1

Section 2: Care for Others 2

Section 3: Looking out for Number 1 4

Section 4: Caring for equipment 5

Section 5: Chemical Care 6

Safety-First: The Ten Commandments 7

Warning Labels 8

Section 1

Dressing for the Occasion

One should always wear the right protective clothing in the laboratory. The following rules

should apply

A. When working with chemicals a white cotton laboratory coat should be worn and

kept clean by regular washing

1. White is used so that any chemical spillage onto the person can be seen

immediately

2. Cotton is used because of its absorbency If a substance such as nylon is used,

any splashes of liquid chemicals will run down the material onto the legs and

feet

3. The coat also protects your own cloths and keeps them clean

B. The coat should be fully buttoned with any loose items, such as neckties, necklaces or

scarves firmly controlled so that they cannot swing loose to dip into chemicals or into

the Bunsen flame or the moving parts of machinery

C. If one has long hair it should be tied up firmly and held in place

D. When dealing with materials that are likely to splash or explode one should always

wear safety goggles. Glasses will help protect the eyes from flying solids or liquids.

These are composed of clear glass (or plastic) and provide a first line of defence to the

eye. They may be worn over ordinary glasses.

E. Rings should not be worn when dealing with chemicals. A spillage onto the hand

could result in the area under the ring being seriously affected in spite of washing

F. If one has sensitive skin one is advised to wear rubber gloves or use a barrier cream

on the hands when working with chemicals

G. When handling corrosive chemicals one should wear rubber gloves, domestic of

surgical. The gloves should fit the hands comfortably, too tight or too loose interferes

with finger movement

H. When handling hot of broken glass one should wear heavy duty gloves to avoid cuts

and burns

I. If there a danger of inhaling powder or noxious gases, e.g. when grinding chemicals

in a mortar with a pestle or where a volatile or strong smelling liquids are to be

poured do so in a will lit, ventilated fume hood

Section 2

Care for Others

A. Do not enter the laboratories expect with the expressed permission of the teacher

B. All passage ways in the laboratory should be kept clear so that one can move freely

within the laboratory

C. All working surfaces should be kept free of unnecessary materials such as books,

coats and bags. Such items are open to damage by spilled chemicals

D. All outdoor wear, coats, gear bags and sporting equipment should be let aside during

practical sessions. This reduces the amount of unnecessary materials in the laboratory

E. Keep your attention to the job at hand at all times. Avoid conversations, no matter

how interesting with others during practical work

F. Control all movements. Sudden movements may cause spillages or accidents

G. Keep to your designated area. Avoid crowding into other areas to see what is

happening

H. Be considerate of others. Do not interfere with their apparatus or remove items of

equipment that you may need without their permission. In the event of shortages of

equipment ask the teacher for additional materials

I. Use radioactive sources with extreme caution and only under direct supervision of

your teacher

J. Know where the first aid kit is kept

K. Know where the gas cut-off is and how to operate it

L. Know where the electricity cut-off control is and how to operate it

M. Know what fire extinguishing equipment are available and where they are

1. There should be a small aerosol type extinguisher available as well as the wall

mounted extinguisher

2. There should be at least 1 fire blanket available

N. Inform the teacher immediately of all spillages. Water spillages, whether on the bench

or floor, are to be wiped up immediately. Delay may cause an accident. Chemical

spills should be dealt with by only the teacher using the appropriate neutralising agent

and plenty of water

O. Keep the sinks free of waste materials at all times. Use gloves to unblock the sink as

there may be glass of corrosive materials present

P. Put waste material in the appropriate container. Glass should be put into the separate

glass bin, paper should be recycled while other waste placed in the general waster bin.

Solutions and liquids are to be poured down the sinks with copious amounts of water

Section 3

Looking out for Number 1

A. Always be aware of what others are doing-never assume that others are performing

experiments in a careful manner. Do not let yourself be crowded, always ensure that

you have room to move away from the experiment in the event of it going wrong. Be

aware of spillages near you or gas from neighbouring areas.

B. Be aware of the task at hand. If in doubt ask your teacher for directions or advise

C. Never eat food in the laboratory

D. Chemicals must never be removed from the laboratory except with the expressed

permission of the teacher

E. Never place bottles of chemicals in high places, i.e. above eye level. This avoids

accidental spillage of chemicals

F. Always use a pipette filler when pipetting liquids. Never pipette by mouth

G. When Bunsen burners are not in immediate use they should be turned off at the gas

tap. Never leave a naked unattended flame

H. Always ensure your hands a perfectly dry when handling electrical apparatus

I. Always use the lowest voltage necessary during practical’s involving electricity and

ensure the electrodes don not come in contact with the body

J. All experiments involving the emission of gas should be performed in the fume hood.

With regards to gaseous emissions there are 3 types, a: easily detected any time

(Ammonia); b: detected initially but smell fads away on exposure (hydrogen

sulphide); c: odourless gasses (carbon monoxide/carbon dioxide)

K. When handling Petri dishes containing cultures ensure that they are properly sealed.

Petri dishes should also be disposed of with care using a suitable disinfectant

Section 4

Caring for equipment

A. All equipment should be for damage before use

B. Before using glassware check for breaks and cracks. Place all broken glass in the

glass only bin

C. Use only clean glassware

D. After use rinse and dry all glassware used and return to their allocated lab shelf or the

dishwasher if excessively dirty. Glassware that is still hot after use is to be lifted and

left aside using insulated gloves

E. When using Quickfit glass pieces check that the joints are free to move and clean.

Vaseline the joints to ensure friction free movement. Quickfit glassware should fit

snugly and should never be forced. Properly fitted glass joints also prevent gas loss

during experiments

F. Glassware should be properly secured using clamps where necessary and avoid excess pressure on the glass

G. Insertion of glass tubing into corks and rubber bungs should be done with extreme caution. A suitable sized cork borer and Vaseline should be also used. Beware of the glass slipping or breaking while down this

Section 5Chemical Care

A. Always return chemicals to the correct place

B. When carrying chemicals ensure they are properly supported and never lift by the lid alone

C. Before using a chemical check the label to ensure that it is the correct chemical and

note the warning notices printed on it. Also check for deterioration or contamination.

If there is discolouration or obvious contamination report to the teacher for

instructions

D. Always use small quantities of chemicals or the amount permitted by the teacher

E. When pouring chemicals always pour away from the label in order to avoid the label

becoming damaged. Also clean off the outside of the bottle

F. In opening take the bottle away from the lid. This avoids any outward surge of liquid

or vapour

G. If lid of any container is stuck ask the teacher to open it

H. Dark bottles of chemicals very often contain light sensitive chemicals which may

produce a gas which is released on opening. Open these using a cloth and in the fume

hood

I. When heating liquids in a test tube using a Bunsen burner face the mouth of the test

tube away from yourself and anyone else

J. When boiling chemicals use anti bumping chips to absorb excess heat and allows for a

controlled heating

K. When testing vapours or gases use only the recognised test. Avoid inhalation, waft

vapours gently towards you if needed to smell.

L. Keep naked flames away from flammable solvents and never apply a naked flame to a

flammable liquid. Use a controlled water bath

Safety First: The Ten Commandments Know what is to be done for each practical session (Plan ahead)

Be aware of the consequences of your actions (Think ahead)

Treat all chemicals as corrosive and handle with care (Safety first)

Wear appropriate safety garments (safety before style)

Keep all passage ways clear (ease of movement)

If in doubt seek help from your teacher (You’re here to learn and enjoy the

practical’s)

Ensure all apparatus is clean and is in good working order before use (work made

easier)

Clean all apparatus and return to their correct place after use (consideration for

others)

Dispose of all wastes properly (keep lab clean and safe)

Report all accidents spills and breakages to your teacher immediately (things spill,

break and accidents do happen)

Warning LabelsBelow are the common warning labels that are found on the chemical containers in the

laboratory. It is important that you are familiar with them and know their meaning

Biology Student Self Evaluation

Please fill out the following questionnaire as honestly as possible. It is

designed to aid and focus you in your study of Biology in order to

maximise your potential with respect to the subject. It is not a

confidential document

Name: _________________________

Teacher: _______________________

Year in which you’ll be sitting the leaving certificate: _____________

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Option line which Biology was taken? (Please circle)

Option 1 Option 2 Option 3 Option 4

Your reason for choosing Biology in 5th Year? (Interest/Relevant to an

interested 3rd level course/No other option available)

What are your expectations of the Leaving Certificate Biology?

Appendix 4: Bio Self-Assessment

The area(s) of Biology, in the Junior Certificate Syllabus which you

found most interesting/easiest? Why?

The area(s) of Biology, in the Junior Certificate Syllabus which you

found least interesting/difficult? Why?

Overall aims and goals with respect to Leaving Certificate Biology

Your projected 5th Year Christmas Result? __________________

Your actual 5th Year Christmas Result? _____________________

Did your projected result meet with your actual result? ________

If not, what area(s) do you need to improve upon in order to reach your

projected result?

What you must do in order to reach your projected result?

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Your projected 5th Year Summer Result? ___________

Your actual 5th Year Summer Result? ______________

Did your projected result meet with your actual result? ______

If not, what area(s) do you need to improve upon in order to reach your

projected result?

What you must do in order to reach your projected result?

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Has your original aims and objectives changed since 5th Year? _________

If so, how so? Please explain.

Is Biology still relevant with respect to third level ambitions? _________

Please expand on the above answer

Analysis of your overall performance in 5th year

Your projected 6th Year Christmas Result? __________________

Your actual 6th Year Christmas Result? _____________________

Did your projected result meet with your actual result? ________

If not, what area(s) do you need to improve upon in order to reach your

projected result?

What you must do in order to reach your projected result?

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Your projected Pre Exam Result? ___________

Your actual Pre Exam Summer Result? ______________

Did your projected result meet with your actual result? ______

If not, what area(s) do you need to improve upon in order to reach your

projected result?

What you must do in order to maximise and obtain your best Leaving

Certificate result?

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