| | | | | | | |  | Students may select to do Biology as a two year course beginning in Fifth Year following the Leaving Certificate Programme. It is not essential but it is an advantage if students have also studied Biology in the Fourth Year Transition Year Programme.
Biology is studied under the following main headings:
Animal Biology, Plant Biology, Human Biology, Microbiology, Genetics & Biotechnology, Ecology. Students in Fifth Year do a Practical Ecology course in Killarney National Park in May of 5th Year...click here to see more
There is no practical Exam but students' knowledge of practicals and interpretation of results are tested in the Exam. |
| | Students demonstrating the disection of a Rat in the Biology Lab | | | | 4th Year -Transition Year Cycle Curriculum | Vision/Aims
Each topic selected for study in transition year has a practical element. It is hoped that this will increase understanding of the topic and improve students confidence. This should enhance learning and understanding should the student continue with Biology for Leaving Cert.
Curriculum Content it is hoped to cover most of the following topics in 4th Year Biology. A lot can depend on the students trips and classes missed for other reasons.
CONTENT
| | Click here for details of 4th Yr Biology work scheme & assessment | BLOCK 1: - HEART/LUNGS/CIRCULATION/HEART&LUNG HEALTH Structure of lungs / Structure of heart/ pulmonary circulation/ effect of exercise on breathing rate & heart beat rate/ lung capacity/ effects of smoking on lungs & heart. Pulmonary and cardiac health & diseases
PRACTICAL - HEART &LUNG DISSECTION
| | NOTES - Heart & Lungs - click pdf File link | | NOTES - Breathing system - click pdf File link | | NOTES - Smoking & Health & Drugs - click pdf File link | | | BLOCK 2 - MICROBIOLOGY - Bacteria | Harmful bacteria | Bacteria in food yoghurt, cheese |Viruses - structure , life cycle. Viral diseases such as influenza. Prevention of infection and hygiene associated with prevention of disease transmission / experiments to test effects of disinfectant on washing hands. Yeast anaerobic respiration | Project Power Point presentation on a serious disease causes, symptoms, treatment, prevention.
| | NOTES - MICROBIOLOGY - click pdf File link | | | BLOCK 3 - NERVES AND HORMONES- The nervous system | Sensory motor and relay neurones | Reflex actions simple reflex knee jerk | conditioned reflex e.g, electric shock game | Practicals testing the skin for sensitivity | calculating the speed of a nerve impulse
making neurones with pipe cleaner kit | building a stimulus through to response | CNS spinal cord and brain structure | Mapping brain for different functions | Brain injuries and strokes | The eye as a sense organ | Eye sight defects
PROJECTS- brain functions e.g. memory, cerebral dominance, strokes and effects on brain, the brain stem, brain diseases OR eyesight defects e.g. colour blindness, glaucoma, cataracts (students will present a small project as a power point presentation on a particular topic of interest to them from the above)
| | NOTES - NERVES / BRAIN - click pdf File link | | | BLOCK 4 -PLANT BIOLOGY
photosynthesis
mineral salt requirements
growing seeds, vegetative propogation
Practical growing food project
global warming - importance of plants
BLOCK 5 - GENES AND VARIATION - Variation in plants and animals | Genetic variation
Environmental variation | Genes and chromosomes | DNA | Gamete production and meiosis
Mutations | Genetic crosses | Genetic diagrams | Genetic disorders
PRACTICALS studying simple Human Mendelian characteristic in a class
- using fellow students to calculate ratios of simple inherited characteristic such as tongue rolling , ability to taste PTC, arm folding, ear lobes presenting results in a project
| | NOTES - Plant Biology - click pdf File link | | NOTES - GENES/VARIATION - click pdf File link | | | Approaches and Methodologies
Use of lecture style teaching handouts and students take notes. Worksheets for practicals
The following will be emphasise in the research project work and in practical work
manipulation of apparatus
following instructions
observation
recording
interpretation of observations and results
practical enquiry and application of results.
Students will be encouraged to integrate information and communication technologies (ICTs) in their study of Biology.
The importance of Understanding of Scientific method in designing experiments
Each topic selected for study in transition year has a practical element. It is hoped that this will increase understanding of the topic and improve students confidence. This should enhance learning and understanding should the student continue with Biology for Leaving Cert.
Resources
Notes available on school website - see above links
Students get regular handouts and take notes in class
Student write notes in an A4 copy
Teacher has Resource books for Practicals
Various Biology DVD and Videos
One Data projector with CD s of relevant coursework
OHP diagrams in folder
| | Senior Cycle Curriculum | | click here for 6th Yr biology work schedule 2009/10 | | click here for 5th Yr biology work schedule 2009/10 | Aims
The aims of the syllabus are: To contribute to students' general education through their involvement in the process of scientific investigation and the acquisition of biological knowledge and understanding | To encourage in students an attitude of scientific enquiry, of curiosity and self-discovery through (i) individual study and personal initiative (ii) team work (iii) class-directed work | To develop an understanding of biological facts and rinciples | to enhance an interest in and develop an appreciation of the nature and diversity of organisms | to 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 | to develop in students an ability to make informed evaluations about contemporary | biological issues.
Curriculum Content
The syllabus is composed of science for the enquiring mind or pure science, which constitutes
approximately 70% of the syllabus, and the technological, political, social and economic aspects of biology, which constitutes the remaining 30%.
The syllabus consists of three units:
Unit One: Biology - The Study of Life
Unit Two: The Cell
Unit Three: The Organism.
The learning outcomes associated with the units of study are presented in four columns:
Sub-units and topics
Depth of treatment
Contemporary issues and technology
Practical activities.
The sequence in which the syllabus is presented does not imply any particular order of teaching. Teaching strategies should promote the aims and objectives of the syllabus. Professional discretion should be evident when dealing with sensitive topics in the syllabus.
Approach And Methodologies
The 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
In the course of their studies, students should undertake a range of practical work, laboratory work and fieldwork. Students should carry out these activities over the duration of the course. A record of this work should be retained. In all practical work safety must be a major concern.
Teachers are encouraged to develop in their students positive attitudes and approaches to safety in the range of activities they encounter and to inculcate in them an awareness of the values of creating a safe working environment. Standard laboratory safety precautions should be observed and care taken when carrying out activities. All legal and health regulations must be adhered to in activities involving live and dead organisms. Before rearing and maintaining organisms, detailed information on the appropriate methods for the rearing and maintenance of the organisms must be studied. These methods must be strictly adhered to during the activity. Students should appreciate the possibility for errors in activities and the precautions or controls that can be applied to reduce errors. Students should also be aware that the value of scientific method is limited by the extent of our own basic knowledge, by the basis of investigation, by our ability to interpret results, by its application to the natural world (which is always subject to change or variation) and by accidental discoveries.
By itemising activities, the syllabus aims to ensure that students attain certain skills including:
manipulation of apparatus
following instructions
observation
recording
interpretation of observations and results
practical enquiry and application of results.
Students should be encouraged to integrate information and communication technologies (ICTs) in their study of Biology.
Differentiation between Ordinary Level and Higher Level
Ordinary level and Higher level are differentiated on the basis of:
(i) Range of topics: The Higher level incorporates the Ordinary level. At Higher level an extended range of topics is required. (ii) Depth of treatment: The Ordinary level course provides an overview of biology and its application to everyday life. At Higher level a deeper and more quantitative treatment of biology is required. Where required, specific Higher-level material is indicated at the end of each sub-unit as a Higher-level Extension. This material has been printed in black throughout the syllabus. The orientation of the Ordinary level course towards a more concrete and applied approach to study is enhanced by the inclusion of non-prescriptive material in the Teacher Guidelines, which accompanies the syllabus. At Ordinary level, the equivalent of 45 class periods has been allocated to this non-prescriptive material, which is distributed throughout the syllabus.
Cross-Curricular Links
The Biology programme has strong links with Home Economics (Food nutrition, heart and circulation, respiration, health issues, microbiology, Some links with Geography and some with Maths (calculations, genetic problems)
Objectives
The objectives of the syllabus are:
(a) Knowledge, Understanding and Skills - Students should have a knowledge and understanding of biological facts, terms, principles, concepts, relationships and experimental techniques, including practical laboratory skills. Such skills should include:- an ability to carry out practical work, laboratory work and fieldwork activities safely and effectively | an ability to record and interpret biological data.
(b) Application and Interface with Technology - Students should be able to apply, where possible, their knowledge and understanding of biology in environmental, industrial, agricultural, medical, waste management and other technological contexts.
(c) Science in the Political, Social and Economic Spheres - Students should be able to apply, where possible, their knowledge and understanding of biology in personal, social and economic spheres and to make informed evaluations about contemporary biological issues.
Resources
Students get regular handouts and take notes in class
Student write notes in an A4 copy
Teacher has Resource books for Practicals
Various Biology DVD and Videos
One Data projector with CD s of relevant coursework
OHP diagrams in folder
Biology teachers website for Irish Leaving Cert www.nbsstralee.ie
ICT
Internet access in labs
Data projector
Laptop computer
OHP
TV/Video | | | Department of Education Syllabus for Biology (DOE Website June 09) | | DOE Syllabus - Leaving Certificate Curriculum Syllabus - Pdf Doc | | |
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