Harvard DNA Replication

Link to simulation

Introduction
Harvard's DNA replication simulation is an interactive animation which allows the user to look at how DNA replication works in a variety of ways. They are also able to stop and start the simulation and move back and forth as they need to. What is really excellent about this simulation is that it allows the user to view the same simulation at four different levels of difficulty. For instance, see it as a simple replication fork, a replication fork with proteins and enzymes, concentrated replication and the trombone model. By doing this, students will be more engaged as they do not have to move onto a more complex level of understanding until they feel they are ready.

Instructions
Click the link above to be directed to the basic animation. Get students to work through the animation at their own pace, ensuring they understand all the information being presented to them.

When the students feel that they understand the content sufficiently, ask them to create a flowchart of the steps involved in DNA replication, with their own diagrams based on what they saw in the simulation.

Outcomes Covered
9.3.4.2.1 describe the process of DNA replication and explain its significance
9.3.4.2.1 explain the relationship between proteins and polypeptides
9.3.4.3.3 process information to construct a flow chart that shows that changes in DNA sequences can result in changes in cell activity
7.1 H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

EChalk

Link to peppered moth simulation

Introduction
eChalk is a website with lots of interactive games and simulations based around a variety of topics, from humanities to maths and science. Although you need a paid subscription to unlock the majority of the site, there are many simulations that can be accessed in the free version. As with many simulations, this has great potential for engaging students through its use of games and activities which allows students to see the scientific principle being demonstrated, but also have fun and feel as though they're playing a game at the same time.

Instructions
The simulation I chose is a visual representation of the peppered moth story. This is an example commonly used in biology as it's a great example of how natural selection works through selective pressures and also how humans have changed the environment and the impact this has on various organisms.

To play this game, click the link above.

The user plays as a bird eating the peppered moth and clicks on a moth to eat it. The user can also select if they want to simulate the conditions prior to the industrial revolution and after the industrial evolution and compare how easy or difficult it is to eat the moths depending on the colour of the trees. 

This is an excellent way to start a class discussion about the processes of natural selection and how it relates to human activity. 

Outcomes

Stage 6
9.3.1.2.1 outline the impact on the evolution of plants and animals of: changes in physical/chemical conditions in the environment and competition for resources
9.3.1.3.2 analyse information from secondary sources to prepare a case study to show how an environmental change can lead to changes in a species
7.1 H2 analyses the ways in which models, theories and laws in biology have been tested and validated
7.1 H7 analyses the impact of natural and human processes on biodiversity

7.1 H8 evaluates the impact of human activity on the interactions of organisms and their environment

7.1 H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

Iko Human Body Systems

Link here

Introduction
Iko.net's virtual human body allows people to look at the different systems in the body without having to perform a dissection on a model organism.

Instructions
Click on the link above and select the body system you wish to look at. For a class activity, get students to investigate a part of the human body and sketch it, as they would in a regular dissection. Look at certain transport systems and compare the role of each system. Below are examples of the respiratory, circulatory and excretory system.

Syllabus Dotpoints
Stage 6
8.3.4.2.1  compare the roles of respiratory, circulatory and excretory systems
8.3.4.2.3  explain the relationship between the requirements of cells and the need for transport systems in multicellular organisms

PhET

Link to Homepage

Introduction
PhET is a website containing multiple simulations for maths and science. The science simulations can be used for all year levels, from primary school to the HSC and even university. Simulations are downloaded directly onto the computer and a teacher would therefore be able to upload them to the school's online learning system, removing the need to navigate the website. However, a screencap of the website is included below to show the large variety of simulations they have available.




















Included with each simulation is a section where teachers can upload ideas for class activities and questions, making the site an excellent world wide collaborative tool. Included below is an example of the page for a basic forces and motion simulation. As you can see below, the top of the page contains the download link and information about the simulation itself and the bottom part of the page has tips for teachers and teaching ideas.

Instructions
One simulation looks at the states of matter according to particle type, particle movement, temperature and pressure.

The different particles that can be looked at are neon, argon, oxygen and water. Changing states of matter can either be achieved by changing the temperature meter at the bottom of the screen or selecting a preferred state. The particles at each state move accurately according to how the particle behaves in real life. Shown below is an example for water as a solid, liquid and a gas. Also included as a tab on pressure change, but as this is not included in the stage 4 syllabus (see outcomes below), it will not be discussed here.

Use in Class
This simulation can be used at a basic stage four to the HSC chemistry level to investigate states of matter. However, it could be a really useful tool in year seven or eight to engage students with the animation, whilst also demonstrating change of states in an accurate and informative way. It would be really beneficial used in an informal setting so the students could play around with settings and make their own discoveries about states of matter.

A suggestion for an informal class could be asking each student to select an atom or molecule they want to look at and get them to investigate and write down what happens when the temperature is changed and at what temperature things started to happen.

This model would also be a great way to start a conversation about CW1 point f, as it allows students to look at the simulation from a skeptical, scientific perspective.

Outcomes Covered
Stage 4
SC4-16CW: describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles. (ACSSU151)
a. describe the behaviour of matter in terms of particles that are continuously moving and interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes in particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states of matter
d. relate changes in the physical properties of matter to heat energy and particle movement that occur during observations of evaporation, condensation, boiling, melting and freezing
e. explain density in terms of a simple particle model
f. identify the benefits and limitations of using models to explain the properties of solids, liquids and gases

The Evolution Experience

View Here

Introduction
In Evolution Experience, students play as a bird eating insects. As the bird, the user must eat a certain number of beetles each year to survive, as the bird grows, it must eat more and more beetles in order to survive to reproduce. There are two varieties of beetle: one green (which camouflages into the grass) and one blue (which does not camouflage into the grass).

In doing this, students can then see how natural selection acts on the different beetle phenotypes, affecting their distribution from one year  to the next. There are also links on the side that act to further students' knowledge of natural selection.


Instructions






To play the game, students click on beetles to eat them, and a certain amount must be eaten each year for the bird to survive and breed.























Over time the ratio of blue to green beetles changes, and if you've eaten all the blue beetles it becomes harder to find food.



















The ratio is graphed as you go along so you can see how the beetle species changes over time.














Students will be required to explain what is happening to the beetle population, and the impact of the bird's feeding habits on the beetle population, as well as the impact the change in beetle colour ratios has on the bird (and would have on the bird species as a whole).

Because of the level of complexity that could be drawn from this activity (in terms of class discussion, application of knowledge etc. this activity is probably more applicable to a stage 6 class than a stage 5 class, however, a less detailed analysis could be used and the simulation given to a stage 5 class.


Outcomes Covered 

Stage 5
LW4 The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence. (ACSSU185)
a. describe scientific evidence that present-day organisms have evolved from organisms in the past
c. explain, using examples, how natural selection relates to changes in a population
WS4 Students question and predict by:
b. predicting outcomes based on observations and scientific knowledge

Stage 6
7.1.2.2.1 P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in biology
7.1.10.2.1 P10 identifies and describes the evidence for evolution

8.5.2.2.1 discuss examples of variation between members of a species
8.5.2.2.2 identify the relationship between variation within a species and the chances of survival of species when environmental change occurs
8.5.4.2.3 explain the need to maintain biodiversity