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

Major Differences: Open and Closed Circulatory Systems

Link to page


Introduction

Major differences is a content-based website which compares various biological phenomena, Although the website has many comparisons which seem to extend beyond the HSC curriculum, the website is engaging as it compares concepts in simple terms that are easy to understand, therefore will help them with revision.



Instructions

Students should browse the site and create their own diagrams of the two circulatory systems. This way, students can see the information presented in both formats, and use their preferred format for revision.


Below is a screengrab of the website






Syllabus Dotpoints
Stage 6
8.3.4.2.5compare open and closed circulatory systems using one vertebrate and one invertebrate as examples

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

Blogger

Get Started Here

Introduction
Blogger is a free tool which allows people to create blogs about a topic of their choice. Simple to use, this site has the potential to be used for both students and teachers.

If used for teachers, a blog around a particular subject or topic could be set up containing resources, activities, assessment tasks and more relating to the topic.

If used for students, there could be an assignment set up where students are required to make a blog detailing all the knowledge they have learnt and post the link to their teacher at the end of the task or semester. This way, the teacher could track a student's progress over time, looking at how consistently they've worked or how their understanding of a topic has improved over blog posts.


Instructions
A blogger account is relatively simple to set up, the individual just needs a Google account. To create a blog, simply click on the "new blog" tab on the homepage and type in your information.

Next, you can start posting. Simply click the "new post" button and you will be directed to a blank page that can be filled up with new information.

The post can be formatted using the tools at the top of the screen. This can be simple text formatting, adding pictures, hyperlinks or videos.

Lastly, tags or "labels" can be added on the right hand side in order to organise your posts better.

Then click the "Publish" button and the blog post can be seen on your new blog!

Outcomes and Applications
This would be an ideal app to use to present information to students studying something such as "The Search for Better Health" in stage 6, as this topic requires a basis of historical and social knowledge as well as biological knowledge of the immune system. All of the investigation topics in this area could be posted on the blog as a way of having all the information in one place. An example of the dot points covered in this way could be:

9.4.5.3.1 process, analyse and present information from secondary sources to evaluate the effectiveness of vaccination programs in preventing the spread and occurrence of once common diseases, including smallpox, diphtheria and polio
9.4.6.3.1 gather, process and analyse information to identify the cause and effect relationship of smoking and lung cancer
9.4.7.3.2 process and analyse information from secondary sources to evaluate the effectiveness of quarantine in preventing the spread of plant and animal disease into Australia or across regions of Australia
9.4.7.3.3 gather and process information and use available evidence to discuss the changing methods of dealing with plant and animal diseases, including the shift in emphasis from treatment and control to management or prevention of disease

7.1.1.3.1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking