Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Summary
Genetic Material
Subject Year Start date Duration
Biology Grade 11 Week 2, January 6 weeks
Course Part
Description
In this unit, students will learn about the structure of nucleic acids and the differences between DNA and RNA. They will learn
about the processes of DNA replication, transcription, translation and the enzymes involved. They will know about the different
types, causes and consequences of mutations.
Inquiry & Purpose
Essential Understandings
· Describe the process of DNA replication.
· State the enzymes involved in DNA replication.
· Explain the semi-conservative nature of DNA.
· Explain the process of PCR.
· Explain the process of gel electrophoresis.
· Outline the applications of polymerase chain reaction and gel electrophoresis
· Describe the process of transcription.
· Describe the process of translation.
· Discuss the role of hydrogen bonding and complementary base pairing in transcription.
· Discuss the significance of stability of DNA structure.
· Outline the roles of RNA polymerase.
· Define gene mutation.
· Discuss the consequences of base substitutions
· Discuss the consequences of insertions and deletions
· Outline the causes of gene mutation
· Explain the randomness in mutation
· Justify mutation as a source of genetic variation
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Inquiry Questions
Type Inquiry Questions
Content-based How many strands do a DNA molecule have?
Concept-based What are the differences between DNA and RNA?
Concept-based Why is DNA replication semi-conservative?
Skills-based With what materials will you build a 3D DNA model?
Debatable Should genetic testing be allowed?
Skills-based Design a research question using that would use data from online database, ONIM .
Transfer goals
They will learn about PCR and gel electrophoresis and will be able to do DNA profiling. worksheet on DNA profiling.
They will the online database, ONIM and do this activity and write a report. This will help them to do future in-silico research.
Missed concepts/misunderstandings
Missed concept:
• The structure of DNA might be difficult for the students to visualize so they will make a 3D model of DNA to clarify their
concept.
• To clarify their understanding of DNA replication, they will play a game. game on DNA replication.
• Understanding mutation rate may be difficult so they will do this activity on calculating mutation rate.
• To clarify the concept of genetic testing they will watch this video.
Misunderstanding:
• The steps of PCR might be misunderstood so they will do a virtual PCR simulation.
• Might misunderstand the differences between transcription and translation, so they will do this simulation to better
understand central dogma and play this game on transcription and translation.
• To clarify misunderstandings on the types of mutation, they will run this simulation on mutation.
Curriculum
Aims
1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to
other DP sciences subjects
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
Objectives
1. Demonstrate knowledge of:
a. terminology, facts and concepts
b. skills, techniques and methodologies.
2. Understand and apply knowledge of:
a. terminology and concepts
b. skills, techniques and methodologies.
3. Analyse, evaluate, and synthesize:
a. experimental procedures
Syllabus Content
A. Unity and diversity
A1.2 Nucleic acids
A1.2.1 DNA as the genetic material of all living organisms
Some viruses use RNA as their genetic material but viruses are not considered to be living.
A1.2.2 Components of a nucleotide
In diagrams of nucleotides use circles, pentagons and rectangles to represent relative positions of phosphates,
pentose sugars and bases.
A1.2.3—Sugar–phosphate bonding and the sugar–phosphate “backbone” of DNA and RNA
Sugar–phosphate bonding makes a continuous chain of covalently bonded atoms in each strand of DNA or RNA
nucleotides, which forms a strong “backbone” in the molecule.
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
A1.2.4—Bases in each nucleic acid that form the basis of a code
Students should know the names of the nitrogenous bases.
A1.2.5—RNA as a polymer formed by condensation of nucleotide monomers
Students should be able to draw and recognize diagrams of the structure of single nucleotides and RNA polymers.
A1.2.6—DNA as a double helix made of two antiparallel strands of nucleotides with two strands linked by hydrogen
bonding between complementary base pairs
In diagrams of DNA structure, students should draw the two strands antiparallel, but are not required to draw the
helical shape. Students should show adenine (A) paired with thymine (T), and guanine (G) paired with cytosine (C).
Students are not required to memorize the relative lengths of the purine and pyrimidine bases, or the numbers of
hydrogen bonds.
Cytosine Guanine
Thymine Adenine
A1.2.7—Differences between DNA and RNA
Include the number of strands present, the types of nitrogenous bases and the type of pentose sugar. Students
should be able to sketch the difference between ribose and deoxyribose. Students should be familiar with examples
of nucleic acids.
A1.2.8—Role of complementary base pairing in allowing genetic information to be replicated and expressed
Students should understand that complementarity is based on hydrogen bonding.
A1.2.9—Diversity of possible DNA base sequences and the limitless capacity of DNA for storing information
Explain that diversity by any length of DNA molecule and any base sequence is possible. Emphasize the enormous
capacity of DNA for storing data with great economy.
A1.2.10—Conservation of the genetic code across all life forms as evidence of universal common ancestry
Students are not required to memorize any specific examples.
D. Continuity and change
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
D1.1 DNA replication
D1.1.1—DNA replication as production of exact copies of DNA with identical base sequences
Students should appreciate that DNA replication is required for reproduction and for growth and tissue replacement
in multicellular organisms.
D1.1.2—Semi-conservative nature of DNA replication and role of complementary base pairing
Students should understand how these processes allow a high degree of accuracy in copying base sequences.
D1.1.3—Role of helicase and DNA polymerase in DNA replication
Limit to the role of helicase in unwinding and breaking hydrogen bonds between DNA strands and the general role of
DNA polymerase.
D1.1.4—Polymerase chain reaction and gel electrophoresis as tools for amplifying and separating DNA
Students should understand the use of primers, temperature changes and Taq polymerase in the polymerase chain
reaction (PCR) and the basis of separation of DNA fragments in gel electrophoresis.
D1.1.5—Applications of polymerase chain reaction and gel electrophoresis
Students should appreciate the broad range of applications, including DNA profiling for paternity and forensic
investigations.
NOS: Reliability is enhanced by increasing the number of measurements in an experiment or test. In DNA profiling,
increasing the number of markers used reduces the probability of a false match.
D1.2 Protein synthesis
D1.2.1—Transcription as the synthesis of RNA using a DNA template
Students should understand the roles of RNA polymerase in this process.
D1.2.2—Role of hydrogen bonding and complementary base pairing in transcription
Include the pairing of adenine (A) on the DNA template strand with uracil (U) on the RNA strand.
D1.2.3—Stability of DNA templates
Single DNA strands can be used as a template for transcribing a base sequence, without the DNA base sequence
changing. In somatic cells that do not divide, such sequences must be conserved throughout the life of a cell.
D1.2.4—Transcription as a process required for the expression of genes
Limit to understanding that not all genes in a cell are expressed at any given time and that transcription, being the
first stage of gene expression, is a key stage at which expression of a gene can be switched on and off.
D1.2.5—Translation as the synthesis of polypeptides from mRNA
The base sequence of mRNA is translated into the amino acid sequence of a polypeptide.
D1.2.6—Roles of mRNA, ribosomes and tRNA in translation
Students should know that mRNA binds to the small subunit of the ribosome and that two tRNAs can bind
simultaneously to the large subunit.
D1.2.7—Complementary base pairing between tRNA and mRNA
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Include the terms “codon” and “anticodon”.
D1.2.8—Features of the genetic code
Students should understand the reasons for a triplet code. Students should use and understand the terms
“degeneracy” and “universality”.
D1.2.9—Using the genetic code expressed as a table of mRNA codons
Students should be able to deduce the sequence of amino acids coded by an mRNA strand.
D1.2.10—Stepwise movement of the ribosome along mRNA and linkage of amino acids by peptide bonding to the
growing polypeptide chain
Focus on elongation of the polypeptide, rather than on initiation and termination.
D1.2.11—Mutations that change protein structure
Include an example of a point mutation affecting protein structure.
D1.3 Mutation and gene editing
D1.3.1—Gene mutations as structural changes to genes at the molecular level
Distinguish between substitutions, insertions and deletions.
D1.3.2—Consequences of base substitutions
Students should understand that single-nucleotide polymorphisms (SNPs) are the result of base substitution
mutations and that because of the degeneracy of the genetic code they may or may not change a single amino acid
in a polypeptide.
D1.3.3—Consequences of insertions and deletions
Include the likelihood of polypeptides ceasing to function, either through frameshift changes or through major
insertions or deletions. Specific examples are not required.
D1.3.4—Causes of gene mutation
Students should understand that gene mutation can be caused by mutagens and by errors in DNA replication or
repair. Include examples of chemical mutagens and mutagenic forms of radiation.
D1.3.5—Randomness in mutation
Students should understand that mutations can occur anywhere in the base sequences of a genome, although some
bases have a higher probability of mutating than others. They should also understand that no natural mechanism is
known for making a deliberate change to a particular base with the purpose of changing a trait.
D1.3.6—Consequences of mutation in germ cells and somatic cells
Include inheritance of mutated genes in germ cells and cancer in somatic cells.
D1.3.7—Mutation as a source of genetic variation
Students should appreciate that gene mutation is the original source of all genetic variation. Although most mutations
are either harmful or neutral for an individual organism, in a species they are in the long term essential for evolution
by natural selection.
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
NOS: Commercial genetic tests can yield information about potential future health and disease risk. One possible
impact is that, without expert interpretation, this information could be problematic.
D1.3.8—Gene knockout as a technique for investigating the function of a gene by changing it to make it inoperative HL
Students are not required to know details of techniques. Students should appreciate that a library of knockout
organisms is available for some species used as models in research.
Skills
Experimental Techniques
Applying Techniques. Show awareness of the purpose or practice of:
preparation of temporary mounts
Exploring and designing
Exploring
Consult a variety of sources
Select sufficient and relevant sources of information
State and explain predictions using scientific understanding
Designing
Identify and justify the choice of dependent, independent and control variables
Pilot methodologies
Controlling variables. Appreciate when and how to:
maintain constant environmental conditions of systems
Concluding and evaluating
Evauluating
Evaluate hypotheses
Identify and discuss sources and impacts of random and systematic errors
Evaluate the implications of methodological weaknesses, limitations and assumptions on conclusions
Explain realistic and relevant improvements to an investigation
Content
Teacher will explain the semi-conservative DNA replication with 2 different colored strings.
Teacher will explain the process of DNA replication with a zip.
PCR will be explained with this image.
Gel electrophoresis will be explained.
The process of DNA transcription will be explained with a working model.
Translation will be explained using a working model.
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Mutation will be explained using sickle cell anemia as on example.
The 3 types of gene mutation will be explained.
Insertion and deletion will be explained.
The causes of gene mutation will be explained.
Skills
Lab on DNA isolation from banana. Students will write the report.
Tool 1: Experimental techniques (Applying techniques-preparation of temporary mounts)
Inquiry 1: Exploring and designing (Exploring, designing and controlling variables)
Inquiry 3: Concluding and evaluating (Evaluating)
Make a 3D DNA model.
Tool 1: Experimental techniques (Applying techniques- physical and digital molecular modelling)
Concepts
Students will look at the step by step procedure of gel electrophoresis to understand how it is done.
They will make a list of the applications of PCR and gel electrophoresis.
Teacher will show the DNA 3D model and ask students to identify the different components and the bonds to check their
prior knowledge on Nucleic acids.
Students will make a list of the enzymes used in DNA replication.
Students will play a game on DNA replication
They will solve the worksheet on DNA replication to check their prior learning in the last lesson.
Students will see a virtual PCR simulation to clear their understanding.
Then solve questions on PCR
They will read the article-Human genome project fact sheet.
Students will solve the worksheet on the differences of DNA and RNA to check their prior understanding.
They will list down the properties of RNA polymerase.
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
They will make a flow chart of the central dogma.
Watch a video on transcription.
Will watch a video on translation
Outline the mechanism of translation.
They will decode the polypeptide chain from an mRNA.
They will use this simulation to better understand central dogma.
Will play this game on transcription and translation to clear their understanding.
They will discuss what they understand by mutation.
Will solve the worksheet on sickle cell anemia.
Students will do the exercise on metaphors which will develop an ATL skill (thinking)
Students will do this activity on calculating mutation rate.
Will list the consequences of mutation.
Will list the consequences of insertion and deletion.
Will solve this data based question on mutation
Will make a list of the causes of gene mutation.
They will write the consequences of mutation in germ
cells and somatic cells.
Will discuss how mutation is a source of variation.
Make a poster on causes, types and consequences of mutations, rubric
Students will run the simulation on mutation
They will use the online database, ONIM and do this activity and write a report.
They will watch the video on genetic testing.
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Connections
International Mindedness
Students will understand how PCR made it so easy to complete the genome sequence project. Scientists all over the world
collaborated to complete it. Human genome project fact sheet
Students will realize that scientists from across the globe update data to create online databases such as ONIM and they will
learn to work with this data.
While writing the 900 word essay on sickle cell anemia with any 9 of the 12 TOK concepts, they will be aware of how international
collaboration is needed in finding the cause, treatment and cure of a disease.
Academic Integrity
While writing reports and solving worksheets it will be ensured that there is no plagiarism and AI content.
They will be taught about the importance of citation.
Information Communication Technology
Playing an online game on DNA replication
a virtual PCR simulation activity
simulation to better understand central dogma.
simulation on mutation
use the online database, ONIM and do this activity
Language and learning
Activating background knowledge
Scaffolding for new learning
Acquisition of new learning through practice
Demonstrating proficiency
Background knowledge will be activated by asking questions on prior learning and new knowledge will be built on the answers
received. If the answers are not satisfactory, the concept needs to be made clear before moving forward. Such as-
• How many strands do a DNA molecule have?
• What are the differences between DNA and RNA?
• Why is DNA replication semi-conservative?
Practice of questions related to the topics learnt will help acquisition of new learning.
• questions on DNA profiling
• questions on semi-conservative nature of DNA
• worksheet on the differences of DNA and RNA
• worksheet on sickle cell anemia.
• data based question on mutation.
Proficiency is demonstrated through class discussions and checking the worksheets.
TOK Connections
Key concepts
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Write a 900 word essay on sickle cell anemia with any 9 of the 12 TOK concepts, rubric
CAS Connections
Creativity
Building a 3D DNA model.
ATL Skills
Approaches to Learning
Description
Thinking:
While doing the exercise on metaphors which will develop (thinking).
Write an evaluation on Lab on DNA isolation from banana
TOK activity: Write a 900 word essay on sickle cell anemia with any 9 of the 12 TOK concepts, rubric
Solve workseets as reflection activity.
• questions on DNA profiling
• questions on semi-conservative nature of DNA
• worksheet on the differences of DNA and RNA
• worksheet on sickle cell anemia.
• data based question on mutation.
Research:
Lab on DNA isolation from banana- They will practice online searching skills, acknowledge sources
Using online database, using ONIM, will learn to analyse secondary data, generate hypothesis
Thinking
- In this unit, we will
ask students to formulate a reasoned argument to support their opinion or conclusion
give students time to think through their answers before asking them for a response
ask open questions
set students a task which required higher-order thinking skills (such as analysis or evaluation)
build on a specific prior task
require students to take an unfamiliar viewpoint into account when formulating arguments
ask questions that required the use of knowledge from a different subject from the one you are teaching
include a reflection activity
make a link to TOK
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Research
- In this unit, we will
reward or encourage correct citing and referencing
require students to practise effective online search skills (for example, use of Booleans and search limiters)
provide opportunities for students to reflect on how they determine the quality of a source, or analyse contradictory
sources
require students to record their search for sources in steps (types of search engines, search terms, and so on)
give students advice on (or provide an opportunity for students to practise) narrowing the scope of a task to make
it more manageable
discuss or model the importance of academic honesty and clear acknowledgment of sources
Developing IB Learners
Learner Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Reflective
Description
Reflective- By solving questions on the topics they have learnt, students will be reflective. questions on DNA profiling, questions
on semi-conservative nature of DNA
Inquirer- Students will solve question on the Lab on DNA isolation from banana which will develop inquiry.
Communicator and thinker- while doing the exercise on metaphors which will develop an ATL skill (thinking) and writing the
essay on sickle cell anemia, students will not only have to think deeply but also communicate their ideas.
Knowledgeable- Students will be knowledgeable after using ONIM and learning about mutation and its causes.
Principled- Students will learn about genetic testing and understand the importance of safe-guarding other-peoples’ data.
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Assessment
Formative assessment
Making a 3D model of DNA, MS
Lab report on DNA isolation from banana
900 word essay on sickle cell anemia with any 9 of the 12 TOK concepts, rubric.
use the online database, ONIM and do this activity and write a report.
Summative assessment
• questions on DNA profiling
• questions on semi-conservative nature of DNA
• worksheet on the differences of DNA and RNA
• worksheet on sickle cell anemia.
• data based question on mutation.
Assessment criteria
Internal Assessment - Scientific Investigation
Research Design
Data Analysis
Conclusion
Evaluation
External Assessment
Paper 1
Paper 1B - Data-based questions
Description
Learning Experiences
Prior learning experiences
Background knowledge will be activated by asking questions on prior learning and new knowledge will be built on the
answers received. If the answers are not satisfactory, the concept needs to be made clear before moving forward. Such as-
• How many strands do a DNA molecule have?
• What are the differences between DNA and RNA?
• Why is DNA replication semi-conservative?
Pedagogical approaches
1. Worksheets:
• questions on DNA profiling
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
• questions on semi-conservative nature of DNA
• worksheet on the differences of DNA and RNA
• worksheet on sickle cell anemia.
• data based question on mutation.
2. Building 3D DNA model, MS
3. Simulations:
virtual PCR simulation
simulation to better understand central dogma
simulation on mutation
4. Games
• game on transcription and translation
• game on DNA replication
5. Videos:
• video on transcription.
• Will watch a video on translation
• video on genetic testing.
6. Online database
• ONIM
7. Lab reports
• Lab report on DNA isolation from banana
• use the online database, ONIM and do this activity and write a report.
8. ATL activity
• exercise on metaphors
9. TOK activity
900 word essay on sickle cell anemia with any 9 of the 12 TOK concepts, rubric.
10. Images:
• step by step procedure of gel electrophoresis
• PCR image
11. Articles:
• Human genome project fact sheet
Feedback
Rubrics and MS
Australian International School, Dhaka
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Genetic Material
Genetic Material
Australian International School, Dhaka Syeda Farah Husyn
IB DP Biology (Grade 11)
Support materials
Rubrics
Mark Schemes
3D DNA model, MS
900 word essay on sickle cell anemia with any 9 of the 12 TOK concepts, rubric.
Learning Process
Lecture
Small group/pair work
Interdisciplinary Learning
Lecture: The concepts will be explained.
Small group work, making 3D DNA model
Interdisciplinary learning: Using databases, incorporating TOK, learning about PVR, gel electrophoresis.
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Genetic Material
