Biology St6 Syl From2010

Biology
Stage 6 Syllabus
Amended October 2002
Original published version updated: August 2009 Updated with minor amendments. June 2009 Assessment and Reporting information updated (Job No. 2009338 !a" 200# $oard $u%%etin&'ffi(ia% Noti(es )o% *+ No 2 ($', 2-&0# (Job No. 200#2+0 .e(ember 200+ $oard $u%%etin&'ffi(ia% Noti(es )o% */ No + ($', /2&0+ (Job No. 200+/88 June 200- $oard $u%%etin&'ffi(ia% Noti(es )o% *3 No 3 ($', 3-&0- (Job No. 200/03/
0 2009 1op"right $oard of ,tudies N,2 for and on beha%f of the 1rown in right of the ,tate of New ,outh 2a%es. 3his do(ument (ontains !ateria% prepared b" the $oard of ,tudies N,2 for and on beha%f of the ,tate of New ,outh 2a%es. 3he !ateria% is prote(ted b" 1rown (op"right. A%% rights reser4ed. No part of the !ateria% ma" be reprodu(ed in Austra%ia or in an" other (ountr" b" an" pro(ess5 e%e(troni( or otherwise5 in an" materia% form or transmitted to an" other person or stored e%e(troni(a%%" in an" form without the prior written permission of the $oard of ,tudies N,25 e6(ept as permitted b" the 1op"right A(t. ,(hoo% students in N,2 and tea(hers in s(hoo%s in N,2 ma" (op" reasonab%e portions of the !ateria% for the purposes of bona fide resear(h or stud". 2hen "ou a((ess the !ateria% "ou agree7 8 to use the !ateria% for information purposes on%" 8 to reprodu(e a sing%e (op" for persona% bona fide stud" use on%" and not to reprodu(e an" ma9or e6tra(t or the entire !ateria% without the prior permission of the $oard of ,tudies N,2 8 to a(:now%edge that the !ateria% is pro4ided b" the $oard of ,tudies N,2 8 not to ma:e an" (harge for pro4iding the !ateria% or an" part of the !ateria% to another person or in an" wa" ma:e (ommer(ia% use of the !ateria% without the prior written (onsent of the $oard of ,tudies N,2 and pa"ment of the appropriate (op"right fee 8 to in(%ude this (op"right noti(e in an" (op" made 8 not to modif" the !ateria% or an" part of the !ateria% without the e6press prior written permission of the $oard of ,tudies N,2. 3he !ateria% ma" (ontain third part" (op"right materia%s su(h as photos5 diagrams5 ;uotations5 (artoons and artwor:s. 3hese materia%s are prote(ted b" Austra%ian and internationa% (op"right %aws and ma" not be reprodu(ed or transmitted in an" format without the (op"right owner<s spe(ifi( permission. Unauthorised reprodu(tion5 transmission or (ommer(ia% use of su(h (op"right materia%s ma" resu%t in prose(ution. 3he $oard of ,tudies has made a%% reasonab%e attempts to %o(ate owners of third part" (op"right materia% and in4ites an"one from whom permission has not been sought to (onta(t the 1op"right 'ffi(er5 ph (02 93+# 82895 fa6 (02 92#9 *-82. =ub%ished b" $oard of ,tudies N,2 >=' $o6 /300 ,"dne" N,2 200* Austra%ia 3e%7 (02 93+# 8*** ?a67 (02 93+# 8-8@nternet7 www.boardofstudies.nsw.edu.au @,$N * #-09 9-+- # 2009558
Contents
* 2 3 / + 3he Aigher ,(hoo% 1ertifi(ate =rogram of ,tud"............................................................/ Rationa%e for $io%og" in the ,tage + 1urri(u%um.............................................................+ 1ontinuum of Bearning for $io%og" ,tage + ,tudents.....................................................# Aim ..................................................................................................................................8 'b9e(ti4es.........................................................................................................................8 1ourse ,tru(ture..............................................................................................................9 +.* =re%iminar" 1ourse.................................................................................................9 +.2 A,1 1ourse..........................................................................................................*0 +.3 '4er4iew..............................................................................................................** +.- 'ther 1onsiderations............................................................................................*/ 'b9e(ti4es and 'ut(omes...............................................................................................*+ #.* 3ab%e of 'b9e(ti4es and 'ut(omes.......................................................................*+ #.2 Ce" 1ompeten(ies................................................................................................*8 1ontent7 $io%og" ,tage + =re%iminar" 1ourse...............................................................*9 8.* $io%og" ,:i%%s........................................................................................................*9 8.2 A Bo(a% D(os"stem...............................................................................................22 8.3 =atterns in Nature.................................................................................................2/ 8.- Bife on Darth.........................................................................................................29 8./ D4o%ution of Austra%ian $iota...............................................................................32 1ontent7 $io%og" ,tage + A,1 1ourse..........................................................................3+ 9.* $io%og" ,:i%%s........................................................................................................3+ 9.2 !aintaining a $a%an(e...........................................................................................39 9.3 $%ueprint of Bife...................................................................................................-3 9.- 3he ,ear(h for $etter Aea%th................................................................................-# 9./ 'ption E 1ommuni(ation..................................................................................../* 9.+ 'ption E $iote(hno%og"......................................................................................// 9.# 'ption E >eneti(s7 3he 1ode $ro:enF.............................................................../9 9.8 'ption E 3he Auman ,tor"................................................................................+3 9.9 'ption E $io(hemistr"........................................................................................+8 1ourse Re;uirements.....................................................................................................#=ostGs(hoo% 'pportunities..............................................................................................#/ Assessment and Reporting.............................................................................................#+ Appendi6........................................................................................................................##
*0 ** *2 *3
Biology Stage 6 Syllabus
1 The Higher School Certificate Program of Study

3he purpose of the Aigher ,(hoo% 1ertifi(ate program of stud" is to7 8 pro4ide a (urri(u%um stru(ture that en(ourages students to (omp%ete se(ondar" edu(ationH 8 foster the inte%%e(tua%5 so(ia% and mora% de4e%opment of students5 in parti(u%ar de4e%oping their7 :now%edge5 s:i%%s5 understanding and attitudes in the fie%ds of stud" the" (hoose (apa(it" to manage their own %earning desire to (ontinue %earning in forma% or informa% settings after s(hoo% (apa(it" to wor: together with others respe(t for the (u%tura% di4ersit" of Austra%ian so(iet"H 8 pro4ide a f%e6ib%e stru(ture within whi(h students (an prepare for7 further edu(ation and training emp%o"ment fu%% and a(ti4e parti(ipation as (itiIensH 8 pro4ide forma% assessment and (ertifi(ation of students< a(hie4ementsH 8 pro4ide a (onte6t within whi(h s(hoo%s a%so ha4e the opportunit" to foster students< ph"si(a% and spiritua% de4e%opment.
2 Rationale for Biology in the Stage 6 Curriculum

$io%og" in ,tage + ,(ien(e pro4ides students with a (ontemporar" and (oherent understanding of the (on(epts e6p%aining the fun(tioning5 origins and e4o%ution of %i4ing things. $io%og" ,tage + e6p%ores the %e4e%s of organisation of %ife5 from the mo%e(u%ar %e4e% through (e%%u%ar to higher %e4e%s of organisationa% stru(ture and fun(tion5 whi(h e6hibit e4o%ution as a (ommon sour(e of unit" and di4ersit". @t in(%udes de4e%oping an understanding of the intera(tions within and between organisms and between organisms and their en4ironment. 3he stud" of bio%og" re(ognises that5 whi%e humans are part of nature5 the" (ontinue to ha4e a greater inf%uen(e on the en4ironment than an" other spe(ies. 3he histor" and phi%osoph" of s(ien(e5 as it re%ates to the de4e%opment of the understanding5 uti%isation and manipu%ation of %i4ing s"stems b" the human spe(ies5 is an integra% part of the stud" of (ontemporar" bio%og" and assists students to re(ognise their responsibi%it" to (onser4e5 prote(t5 maintain and impro4e the ;ua%it" of a%% en4ironments for future generations. $io%og" in ,tage + draws upon5 and bui%ds onto5 the :now%edge and understanding5 s:i%%s and 4a%ues and attitudes de4e%oped in ,(ien(e ,tages -/. @t further de4e%ops students< understanding of s(ien(e as a (ontinua%%" de4e%oping bod" of :now%edge5 the ro%e of e6perimentation in de(iding between (ompeting theories5 the pro4isiona% nature of s(ientifi( e6p%anations5 the interdis(ip%inar" nature of s(ien(e5 the (omp%e6 re%ationship between e4iden(e and ideas and the impa(t of s(ien(e on so(iet". 3he stud" of bio%og" in4o%4es students wor:ing indi4idua%%" and with others in pra(ti(a%5 fie%d and intera(ti4e a(ti4ities that are re%ated to the theoreti(a% (on(epts (onsidered in the (ourse. @t is e6pe(ted that students stud"ing bio%og" wi%% app%" in4estigati4e and prob%emGso%4ing s:i%%s5 effe(ti4e%" (ommuni(ate bio%ogi(a% information and understanding and appre(iate the (ontribution that a stud" of bio%og" ma:es to their understanding of the wor%d. 3he $io%og" ,tage + (ourse is designed for those students who ha4e a substantia% a(hie4ement %e4e% based on the ,(ien(e ,tages -/ (ourse performan(e des(riptions. 3he sub9e(t matter of the $io%og" (ourse re(ognises the different needs and interests of students b" pro4iding a stru(ture that bui%ds upon the foundations %aid in ,tage / "et re(ognises that students entering ,tage + ha4e a wide range of abi%ities5 (ir(umstan(es and e6pe(tations.
3 Continuum of Learning for Biology Stage 6 Students
Stages 1 3 Science and Technology
&(perience in learning about the natural and made en%ironment) e(ploring phenomena and patterns of e%ents) ac*uiring scientific skills and relating science to e%eryday life
Stage " Stages ! " Science Science Life Skills For students with special education needs
Stage 6 Biology reliminary
Stage 6 Science Life Skills
Stage 6 'ocational &ducation and Training
Stage 6 Biology !S"
Stage 6 Senior Science !S"
#orkplace
$ni%ersity
TAF&
Other
! #im
$io%og" ,tage + aims to pro4ide %earning e6perien(es through whi(h students wi%%7 8 a(;uire :now%edge and understanding about fundamenta% (on(epts re%ated to %i4ing things and their en4ironments5 the histori(a% de4e%opment of these (on(epts and their app%i(ation to persona%5 so(ia%5 e(onomi(5 te(hno%ogi(a% and en4ironmenta% situations 8 progress from the (onsideration of spe(ifi( data and :now%edge to the understanding of mode%s and (on(epts and the e6p%anation of genera%ised bio%og" terms5 from the (o%%e(tion and organisation of information to prob%emGso%4ing5 and from the use of simp%e (ommuni(ation s:i%%s to those whi(h are more sophisti(ated 8 de4e%op positi4e attitudes towards the stud" of %i4ing things5 the en4ironment and the opinions he%d b" others5 re(ognising the importan(e of e4iden(e and the use of (riti(a% e4a%uation of different s(ientifi( opinions re%ated to 4arious aspe(ts of bio%og".
" $b%ecti&es
,tudents wi%% de4e%op :now%edge and understanding of7 * the histor" of bio%og" 2 the nature and pra(ti(e of bio%og" 3 app%i(ations and uses of bio%og" - the imp%i(ations of bio%og" for so(iet" and the en4ironment / (urrent issues5 resear(h and de4e%opments in bio%og" + (e%% u%trastru(ture and pro(esses # bio%ogi(a% di4ersit" 8 en4ironmenta% intera(tions 9 me(hanisms of inheritan(e *0 bio%ogi(a% e4o%ution. ,tudents wi%% de4e%op further s:i%%s in7 ** p%anning in4estigations *2 (ondu(ting in4estigations *3 (ommuni(ating information and understanding *- de4e%oping s(ientifi( thin:ing and prob%emGso%4ing te(hni;ues */ wor:ing indi4idua%%" and in teams. ,tudents wi%% de4e%op positi4e 4a%ues about and attitudes towards7 *+ themse%4es5 others5 %earning as a %ife%ong pro(ess5 bio%og" and the en4ironment.
6 Course Structure
3he Biology Stage 6 Syllabus has a =re%iminar" (ourse and an A,1 (ourse. 3he =re%iminar" and A,1 (ourses are organised into a number of modu%es. 3he =re%iminar" modu%es (onsist of (ore (ontent that wou%d be (o4ered in *20 indi(ati4e hours. 3he A,1 (ourse (onsists of (ore and options organised into a number of modu%es. 3he (ore (ontent (o4ers 90 indi(ati4e hours with 'ND option (o4ering 30 indi(ati4e hours. ,tudents are re;uired to (o4er 'ND of the options. =ra(ti(a% e6perien(es are an essentia% (omponent of both the =re%iminar" and A,1 (ourses. ,tudents wi%% (omp%ete 80 indi(ati4e hours of pra(ti(a%&fie%d wor: during both the =re%iminar" and A,1 (ourses with no %ess than 3/ indi(ati4e hours of pra(ti(a% e6perien(es in the A,1 (ourse. =ra(ti(a% e6perien(es must in(%ude at %east one openGended in4estigation integrating s:i%% and :now%edge out(omes in both the =re%iminar" and A,1 (ourses. =ra(ti(a% e6perien(es shou%d emphasise handsGon a(ti4ities5 in(%uding7 8 underta:ing %aborator" e6periments5 in(%uding the use of appropriate (omputerGbased te(hno%ogies 8 fie%dwor: 8 resear(h5 using a wide range of sour(es5 in(%uding print materia%s5 the @nternet and digita% te(hno%ogies 8 using (omputer simu%ations for mode%%ing or manipu%ating data 8 using and reorganising se(ondar" data 8 e6tra(ting and reorganising information in the form of f%ow (harts5 tab%es5 graphs5 diagrams5 prose and :e"s 8 using animation5 4ideo and fi%m resour(es to (apture&obtain information not a4ai%ab%e in other forms.
6'1 Preliminary Course

*20 indi(ati4e hours 3he =re%iminar" (ourse in(orporates the stud" of7 8 A Bo(a% D(os"stem (20 indi(ati4e hours 8 =atterns in Nature (-0 indi(ati4e hours 8 Bife on Darth (30 indi(ati4e hours 8 D4o%ution of Austra%ian $iota (30 indi(ati4e hours
6'2 HSC Course

*20 indi(ati4e hours 3he A,1 (ourse bui%ds upon the =re%iminar" (ourse. The Preliminary course contains content that is considered assumed knowledge for the HSC course. 3he A,1 (ourse in(orporates the stud" of7 a the (ore5 whi(h (onstitutes 90 indi(ati4e hours and in(%udes7 8 !aintaining a $a%an(e (30 indi(ati4e hours 8 $%ueprint of Bife (30 indi(ati4e hours 8 3he ,ear(h for $etter Aea%th (30 indi(ati4e hours b 'ND option5 whi(h (onstitutes 30 indi(ati4e hours and ma" (omprise an" one of the fo%%owing7 8 1ommuni(ation 8 $iote(hno%og" 8 >eneti(s7 3he 1ode $ro:enF 8 3he Auman ,tor" 8 $io(hemistr"
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6'3 $&er&ie(
3he fo%%owing diagram summarises the re%ationship between the 4arious e%ements of the (ourse. 6.3 Overview
The following diagram summarises the relationship betw een the various elements of the course. Aim states the overall purpose of the syllabus
Objectives define in broad ter ms the knowledge and understandings, skills and values and attitudes Outcomes define the intended results of teaching
Content of each module

Contexts to increase motivation, conceptual meaning, literacy or confidence Prescribed Focus Areas identify emphases that are applied to what is being learned Domain contains knowledge and understanding, skills and values and attitudes to be lear ned
set within a background of ongoing assessment aimed at assisting students to lear n
An independent learner creative, responsible, scientifically literate, confident, ready to take their place as a member of society
11
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Context 1onte6ts are framewor:s de4ised to assist students to ma:e meaning of the =res(ribed ?o(us Areas and .omain. 1onte6ts are (u%tura%%" bound and therefore (ommuni(ate meanings that are (u%tura%%" shaped or defined. 1onte6ts draw on the framewor: of so(iet" in a%% aspe(ts of e4er"da" %ife. 3he (onte6ts for ea(h modu%e en(ourage students to re(ognise and use their (urrent understanding to further de4e%op and app%" more spe(ia%ised s(ientifi( understanding and :now%edge. Prescribed ocus !reas 3he =res(ribed ?o(us Areas are different (urri(u%um emphases or purposes designed to in(rease students< understanding of bio%og" as an e4erGde4e%oping bod" of :now%edge5 the pro4isiona% nature of s(ientifi( e6p%anations in bio%og"5 the (omp%e6 re%ationship between e4iden(e and ideas in bio%og" and the impa(t of bio%og" on so(iet". 3he fo%%owing =res(ribed ?o(us Areas are de4e%oped a(ross the modu%es of the s"%%abus. History of biology Cnow%edge of the histori(a% ba(:ground of bio%og" is important for an ade;uate understanding of the origins5 fun(tioning and e4o%ution of %i4ing organisms. ,tudents shou%d de4e%op :now%edge of7 8 the progressi4e a((umu%ation of :now%edge about %i4ing things and their en4ironment 8 the part that an understanding of %i4ing things and their en4ironment p%a"s in shaping so(iet" 8 how our understanding of %i4ing things and their en4ironment is inf%uen(ed b" so(iet". Nature and practice of biology A stud" of bio%og" shou%d enab%e students to parti(ipate in s(ientifi( a(ti4ities and de4e%op :now%edge of the pra(ti(e of bio%og". ,tudents shou%d de4e%op :now%edge of the pro4isiona% nature of bio%ogi(a% e6p%anations and the (omp%e6 re%ationship between7 8 e6isting bio%ogi(a% 4iews and the e4iden(e supporting these 8 the pro(ess and methods of e6p%oring5 generating5 testing and re%ating ideas 8 the stimu%ation pro4ided b" te(hno%ogi(a% ad4an(es in understanding bio%og" 8 the (onstraints imposed on understanding bio%og" b" the %imitations of (urrent te(hno%og" and the stimu%ation this pro4ides for the de4e%opment of the re;uired te(hno%og" and te(hno%ogi(a% ad4an(es. Applications and uses of biology ,etting the stud" of bio%og" into broader (onte6ts a%%ows students to dea% with rea% prob%ems and app%i(ations. 3he stud" of bio%og" shou%d in(rease students< :now%edge of7 8 the re%e4an(e5 usefu%ness and app%i(abi%it" of bio%ogi(a% (on(epts and prin(ip%es 8 how in(reases in our understanding in bio%og" ha4e %ed to the de4e%opment of usefu% te(hno%ogies and s"stems 8 the (ontributions bio%og" has made to so(iet"5 with parti(u%ar emphasis on Austra%ian a(hie4ements.
*2
Implications of biology for society and t e en!ironment $io%og" has an impa(t on our so(iet" and the en4ironment and students need to de4e%op :now%edge of the importan(e of positi4e 4a%ues and pra(ti(es in re%ation to so(iet" and the en4ironment. 3he stud" of bio%og" shou%d enab%e students to de4e%op7 8 understanding about the interre%atedness among peop%e and their bioph"si(a% surroundings 8 s:i%%s in de(isionGma:ing about issues (on(erning so(iet" and the en4ironment 8 an awareness of the so(ia% and en4ironmenta% responsibi%it" of a s(ientist 8 an awareness of areas of bio%og" that re%ate to distin(ti4e%" Austra%ian en4ironments. "urrent issues# researc and de!elopments in biology $io%ogi(a% issues and de4e%opments are more readi%" :nown and more information is a4ai%ab%e to students than e4er before about (urrent issues5 resear(h and de4e%opments in bio%og". 3he s"%%abus shou%d de4e%op students< :now%edge of7 8 areas (urrent%" being resear(hed in bio%og" 8 (areer opportunities in bio%og" and re%ated fie%ds 8 e4ents reported in the media that re;uire an understanding of some aspe(t of bio%og". "omain $no%ledge and understanding As a (ourse that fo(uses on one of the ma9or dis(ip%ines of s(ien(e5 $io%og" presents a parti(u%ar wa" of thin:ing about the wor%d. @t en(ourages students to use inferen(e5 dedu(ti4e and indu(ti4e reasoning and (reati4it". @t presumes that the intera(tions within organisms5 between organisms5 and between organisms and their en4ironments o((ur in (onsistent patterns that (an be understood through (arefu%5 s"stemati( stud". 3he $io%og" (ourse e6tends the stud" de4e%oped in the ,(ien(e ,tages -/ (ourse5 parti(u%ar%" in re%ation to students< :now%edge and understanding of (e%% theor"5 e4o%ution5 (%assifi(ation of organisms and the 2atsonG1ri(: mode% of .NA. 3he (ourse bui%ds on the fundamenta% :now%edge and understanding of the fun(tioning of s"stems and stru(tures in %i4ing organisms as we%% as the interre%ationships between %i4ing things. 3he $io%og" ,tage + (ourse assumes that students ha4e an e%ementar" :now%edge and understanding of e(os"stems5 biosphere5 biodi4ersit" and human impa(t on the en4ironment whi(h are de4e%oped in the ,(ien(e ,tages -/ (ourse.
*3
S&ills 3he $io%og" (ourse in4o%4es the further de4e%opment of the s:i%%s students ha4e de4e%oped in the ,(ien(e ,tages -/ (ourse through a range of pra(ti(a% e6perien(es in both the =re%iminar" and A,1 (ourses. 3he s:i%%s de4e%oped in ,(ien(e ,tages -/ are fundamenta% to $io%og" ,tage +5 where a more sophisti(ated %e4e% wi%% be de4e%oped. =ra(ti(a% e6perien(es are an essentia% (omponent of both the =re%iminar" and A,1 (ourses. ,tudents wi%% (omp%ete #$ indicative hours of practical%field work across both the Preliminary and HSC courses with no %ess than 3/ indi(ati4e hours of pra(ti(a% e6perien(es in the A,1 (ourse. =ra(ti(a% e6perien(es ha4e been designed to uti%ise and further de4e%op students< e6pertise in ea(h of the fo%%owing s:i%% areas7 & planning investigations 3his in4o%4es in(reasing students< s:i%%s in p%anning and organising a(ti4ities5 effe(ti4e%" using time and resour(es5 se%e(ting appropriate te(hni;ues5 materia%s5 spe(imens and e;uipment to (omp%ete a(ti4ities5 estab%ishing priorities between tas:s and identif"ing wa"s of redu(ing ris:s when using %aborator" and fie%d e;uipment. & conducting investigations 3his in4o%4es in(reasing students< s:i%%s in %o(ating and gathering information for a p%anned in4estigation. @t in(%udes in(reasing students< s:i%%s in performing firstGhand in4estigations5 gathering firstGhand data and a((essing and (o%%e(ting information re%e4ant to bio%og" from se(ondar" sour(es using a 4ariet" of te(hno%ogies. & communicating information and understanding 3his in4o%4es in(reasing students< s:i%%s in pro(essing and presenting information. @t in(%udes in(reasing students< s:i%%s in spea:ing5 writing and using nonG4erba% (ommuni(ation5 su(h as diagrams5 graphs and s"mbo%s5 to (on4e" bio%ogi(a% information and understanding. 3hroughout the (ourse5 students be(ome in(reasing%" effi(ient and (ompetent in the use of both te(hni(a% termino%og" and the form and st"%e re;uired for written and ora% (ommuni(ation in bio%og". & developing scientific thinking and problem'solving techni(ues 3his in4o%4es further in(reasing students< s:i%%s in (%arif"ing issues and prob%ems re%e4ant to bio%og"5 framing a possib%e prob%emGso%4ing pro(ess5 de4e%oping (reati4e so%utions5 anti(ipating issues that ma" arise5 de4ising appropriate strategies to dea% with those issues and wor:ing through the issues in a %ogi(a% and (oherent wa". & working individually and in teams 3his in4o%4es further in(reasing students< s:i%%s in identif"ing a (o%%e(ti4e goa%5 defining and a%%o(ating ro%es and assuming an in(reasing 4ariet" of ro%es in wor:ing as an effe(ti4e member of a team within the agreed time frame to a(hie4e the goa%. 3hroughout the (ourse5 students are pro4ided with further opportunities to impro4e their abi%it" to (ommuni(ate and re%ate effe(ti4e%" to ea(h other in a team.
*-
'alues and attitudes $" ref%e(ting on past5 present and future in4o%4ement of bio%og" within so(iet"5 students are en(ouraged to de4e%op positi4e 4a%ues and informed (riti(a% attitudes. 3hese in(%ude a responsib%e regard for both the %i4ing and nonG%i4ing (omponents of the en4ironment5 ethi(a% beha4iour5 a desire for (riti(a% e4a%uation of the (onse;uen(es of the app%i(ations of s(ien(e and re(ognising their responsibi%it" to (onser4e5 prote(t and maintain the ;ua%it" of a%% en4ironments for future generations. ,tudents are en(ouraged to de4e%op attitudes on whi(h s(ientifi( in4estigations depend5 su(h as (uriosit"5 honest"5 f%e6ibi%it"5 persisten(e5 (riti(a% thin:ing5 wi%%ingness to suspend 9udgement5 to%eran(e of un(ertaint" and an a((eptan(e of the pro4isiona% status of s(ientifi( :now%edge. ,tudents need to ba%an(e these with (ommitment5 tena(it"5 a wi%%ingness to ta:e ris:s and ma:e informed 9udgements and5 at times5 inf%e6ibi%it". As we%% as :nowing something of and&or about bio%og"5 students need to 4a%ue and appre(iate bio%og" if the" are to be(ome s(ientifi(a%%" %iterate persons.
6'! $ther Considerations

Safety )ssues ,(hoo%s ha4e a %ega% ob%igation in re%ation to safet". 3ea(hers wi%% need to ensure that the" (omp%" with the (ccupational Healt and Safety Act 2000 (N,2 5 the (ccupational Healt and Safety )egulation 200*5 the *angerous +oods Act *9#/ (N,2 5 the *angerous +oods )egulation *9#8 (N,2 and the Ha,ardous Substances )egulation *99+ (N,2 5 as we%% as s"stem and s(hoo% re;uirements in re%ation to safet" when imp%ementing their programs. ,(hoo%s shou%d refer to the resour(e pa(:age " emical Safety in Sc ools (.D35 *999 to assist them in meeting their %egis%ati4e ob%igations. !nimal *esearch !ct ,(hoo%s ha4e a %ega% responsibi%it" in re%ation to the we%fare of anima%s. A%% pra(ti(a% a(ti4ities in4o%4ing anima%s must (omp%" with the Animal )esearc Act *98/ (N,2 as des(ribed in the Animals in Sc ools- Animal .elfare +uidelines for /eac ers (2002 5 produ(ed on beha%f of the ,(hoo%s Anima% 1are and Dthi(s 1ommittee (,A1D1 b" the N,2 .epartment of Ddu(ation and 3raining.
*/
) $b%ecti&es and $utcomes

)'1 Table of $b%ecti&es and $utcomes
Prescribed ocus !rea Ob+ectives Students %ill de!elop &no%ledge and understanding of* the histor" of bio%og" Preliminary Course Outcomes A student=* out%ines the histori(a% de4e%opment of ma9or bio%ogi(a% prin(ip%es5 (on(epts and ideas app%ies the pro(esses that are used to test and 4a%idate mode%s5 theories and %aws of s(ien(e5 with parti(u%ar emphasis on firstGhand in4estigations in bio%og" assesses the impa(t of parti(u%ar te(hno%ogi(a% ad4an(es on understanding in bio%og" des(ribes app%i(ations of bio%og" whi(h affe(t so(iet" or the en4ironment des(ribes the s(ientifi( prin(ip%es emp%o"ed in parti(u%ar areas of bio%ogi(a% resear(h e6p%ains how (e%% u%trastru(ture and the (oordinated a(ti4ities of (e%%s5 tissues and organs (ontribute to ma(ros(opi( pro(esses in organisms des(ribes the range of organisms in terms of spe(ia%isation for a habitat ana%"ses the interre%ationships of organisms within the e(os"stem e6p%ains how pro(esses of reprodu(tion ensure (ontinuit" of spe(ies HSC Course Outcomes A studentA* e4a%uates how ma9or ad4an(es in s(ientifi( understanding and te(hno%og" ha4e (hanged the dire(tion or nature of s(ientifi( thin:ing A2 ana%"ses the wa"s in whi(h mode%s5 theories and %aws in bio%og" ha4e been tested and 4a%idated A3 assesses the impa(t of parti(u%ar ad4an(es in bio%og" on the de4e%opment of te(hno%ogies A- assesses the impa(ts of app%i(ations of bio%og" on so(iet" and the en4ironment A/ identifies possib%e future dire(tions of bio%ogi(a% resear(h
2 the nature and pra(ti(e of bio%og"
=2
3 app%i(ations and uses of bio%og"
=3
- imp%i(ations of bio%og" for so(iet" and the en4ironment / (urrent issues5 resear(h and de4e%opments in bio%og" "omain: ,nowledge + (e%% u%trastru(ture and pro(esses
=-
=/
=+
A+ e6p%ains wh" the bio(hemi(a% pro(esses that o((ur in (e%%s are re%ated to ma(ros(opi( (hanges in the organism A# ana%"ses the impa(t of natura% and human pro(esses on biodi4ersit" A8 e4a%uates the impa(t of human a(ti4it" on the intera(tions of organisms and their en4ironment A9 des(ribes the me(hanisms of inheritan(e in mo%e(u%ar terms A*0 des(ribes the me(hanisms of e4o%ution and assesses the impa(t of human a(ti4it" on e4o%ution
# bio%ogi(a% di4ersit"
=#
8 en4ironmenta% intera(tions
=8
9 me(hanisms of inheritan(e *0 bio%ogi(a% e4o%ution
=9
=*0 identifies and des(ribes the e4iden(e for e4o%ution
*+
Ob+ectives Students %ill de!elop &no%ledge and understanding of"omain: Skills ** p%anning in4estigations (ondu(ting in4estigations
Preliminary Course Outcomes A student=** identifies and imp%ements impro4ements to in4estigation p%ans =*2 dis(usses the 4a%idit" and re%iabi%it" of data gathered from firstGhand in4estigations and se(ondar" sour(es =*3 identifies appropriate termino%og" and reporting st"%es to (ommuni(ate information and understanding in bio%og" =*- draws 4a%id (on(%usions from gathered data and information =*/ imp%ements strategies to wor: effe(ti4e%" as an indi4idua% or as a team member =*+ demonstrates positi4e 4a%ues about and attitudes towards both the %i4ing and nonG%i4ing (omponents of the en4ironment5 ethi(a% beha4iour and a desire for a (riti(a% e4a%uation of the (onse;uen(es of the app%i(ations of s(ien(e
HSC Course Outcomes A studentA** 9ustifies the appropriateness of a parti(u%ar in4estigation p%an A*2 e4a%uates wa"s in whi(h a((ura(" and re%iabi%it" (ou%d be impro4ed in in4estigations A*3 uses termino%og" and reporting st"%es appropriate%" and su((essfu%%" to (ommuni(ate information and understanding A*- assesses the 4a%idit" of (on(%usions from gathered data and information A*/ e6p%ains wh" an in4estigation is best underta:en indi4idua%%" or b" a team A*+ 9ustifies positi4e 4a%ues about and attitudes towards both the %i4ing and nonG%i4ing (omponents of the en4ironment5 ethi(a% beha4iour and a desire for a (riti(a% e4a%uation of the (onse;uen(es of the app%i(ations of s(ien(e
*2
*3 (ommuni(ating information and understanding
*- de4e%oping s(ientifi( thin:ing and prob%emG so%4ing te(hni;ues */ wor:ing indi4idua%%" and in teams !ttitudes"omain: -alues . *+ themse%4es5 others5 %earning as a %ife%ong pro(ess5 bio%og" and the en4ironment
*#
)'2 *ey Com+etencies

$io%og" ,tage + pro4ides a (onte6t within whi(h to de4e%op genera% (ompeten(ies (onsidered essentia% for the a(;uisition of effe(ti4e5 higherGorder thin:ing s:i%%s ne(essar" for further edu(ation5 wor: and e4er"da" %ife. Ce" (ompeten(ies are embedded in the Biology Stage 6 Syllabus to enhan(e student %earning and are e6p%i(it in the ob9e(ti4es and out(omes of the s"%%abus. 3he :e" (ompeten(ies of collecting5 analysing and organising information and communicating ideas and information ref%e(t (ore pro(esses of s(ientifi( in;uir" and the s:i%%s identified in the s"%%abus assist students to (ontinue to de4e%op their e6pertise in these areas. ,tudents wor: as indi4idua%s and as members of groups to (ondu(t in4estigations and5 through this5 the :e" (ompeten(ies5 planning and organising activities and working with others and in teams/ are de4e%oped. .uring in4estigations5 students use appropriate information te(hno%ogies and so de4e%op the :e" (ompeten(" of using technology. 3he e6p%oration of issues and in4estigations of prob%ems (ontribute towards students< de4e%opment of the :e" (ompeten(" solving problems. ?ina%%"5 when students ana%"se statisti(a% e4iden(e5 app%" mathemati(a% (on(epts to assist ana%"sis of data and information and (onstru(t tab%es and graphs5 the" are de4e%oping the :e" (ompeten(" using mathematical ideas and techni(ues.
*8
, Content- Biology Stage 6 Preliminary Course

,'1 Biology S.ills
.uring the =re%iminar" (ourse5 it is e6pe(ted that students wi%% further de4e%op s:i%%s in p%anning and (ondu(ting in4estigations5 (ommuni(ating information and understanding5 s(ientifi( thin:ing and prob%emGso%4ing and wor:ing indi4idua%%" and in teams. Da(h modu%e spe(ifies (ontent through whi(h s:i%% out(omes (an be a(hie4ed. 3ea(hers shou%d de4e%op a(ti4ities based on that (ontent to pro4ide students with opportunities to de4e%op the fu%% range of s:i%%s.
Preliminary Course Outcomes A student=** identifies and imp%ements impro4ements to in4estigation p%ans Content Students0010 identify data sources to: a ana%"se (omp%e6 prob%ems to determine appropriate wa"s in whi(h ea(h aspe(t ma" be resear(hed b determine the t"pe of data whi(h needs to be (o%%e(ted and e6p%ain the ;ua%itati4e or ;uantitati4e ana%"sis that wi%% be re;uired for this data to be usefu% ( identif" the orders of magnitude that wi%% be appropriate and un(ertaint" that ma" be present in the measurement of data d identif" and use (orre(t units for data that wi%% be (o%%e(ted e re(ommend the use of an appropriate te(hno%og" or strateg" for data (o%%e(tion or gathering information that wi%% assist effi(ient future ana%"sis 0012 plan first'hand investigations to: a demonstrate the use of the terms Jdependent< and Jindependent< to des(ribe 4ariab%es in4o%4ed in the in4estigation b identif" 4ariab%es that need to be :ept (onstant5 de4e%op strategies to ensure that these 4ariab%es are :ept (onstant and demonstrate the use of a (ontro% ( design in4estigations that a%%ow 4a%id and re%iab%e data and information to be (o%%e(ted d design and tria% pro(edures to underta:e in4estigations and e6p%ain wh" a pro(edure5 a se;uen(e of pro(edures or repetition of pro(edures is appropriate e predi(t possib%e issues that ma" arise during the (ourse of an in4estigation and identif" strategies to address these issues if ne(essar" 0013 choose e(uipment or resources by: a identif"ing and&or setting up the most appropriate e;uipment or (ombination of e;uipment needed to underta:e the in4estigation b (arr"ing out a ris: assessment of intended e6perimenta% pro(edures and identif"ing and addressing potentia% haIards ( identif"ing te(hno%og" that (ou%d be used during in4estigating and determining its suitabi%it" and effe(ti4eness for its potentia% ro%e in the pro(edure or in4estigations d re(ognising the differen(e between destru(ti4e and nonGdestru(ti4e testing of materia% and ana%"sing the potentia%%" different resu%ts of these two pro(edures
*9
=*2 dis(usses the 4a%idit" and re%iabi%it" of data gathered from firstGhand in4estigations and se(ondar" sour(es
=*3 identifies appropriate termino%og" and reporting st"%es to (ommuni(ate information and understanding in bio%og"
0210 perform first'hand investigations by: a (arr"ing out the p%anned pro(edure5 re(ognising where and when modifi(ations are needed and ana%"sing the effe(t of these ad9ustments b effi(ient%" underta:ing the p%anned pro(edure to minimise haIards and wastage of resour(es ( disposing (arefu%%" and safe%" of an" waste materia%s produ(ed during the in4estigation d identif"ing and using safe wor: pra(ti(es during in4estigations 0212 gather first'hand information by: a using appropriate data (o%%e(tion te(hni;ues5 emp%o"ing appropriate te(hno%ogies5 in(%uding data %oggers and sensors b measuring5 obser4ing and re(ording resu%ts in a((essib%e and re(ognisab%e forms5 (arr"ing out repeat tria%s as appropriate 0213 gather information from secondary sources by: a a((essing information from a range of resour(es5 in(%uding popu%ar s(ientifi( 9ourna%s5 digita% te(hno%ogies and the @nternet b pra(tising effi(ient data (o%%e(tion te(hni;ues to identif" usefu% information in se(ondar" sour(es ( e6tra(ting information from numeri(a% data in graphs and tab%es as we%% as from written and spo:en materia% in a%% its forms d summarising and (o%%ating information from a range of resour(es e identif"ing pra(tising ma%e and fema%e Austra%ian s(ientists5 the areas in whi(h the" are (urrent%" wor:ing and information about their resear(h 0214 process information to: a assess the a((ura(" of an" measurements and (a%(u%ations and the re%ati4e importan(e of the data and information gathered b app%" mathemati(a% formu%ae and (on(epts ( best i%%ustrate trends and patterns b" se%e(ting and using appropriate methods5 in(%uding (omputerGassisted ana%"sis d e4a%uate the re%e4an(e of firstGhand and se(ondar" information and data in re%ation to the area of in4estigation e assess the re%iabi%it" of firstGhand and se(ondar" information and data b" (onsidering information from 4arious sour(es f assess the a((ura(" of s(ientifi( information presented in mass media b" (omparison with simi%ar information presented in s(ientifi( 9ourna%s 0310 present information by: a se%e(ting and using appropriate te6t t"pes5 or (ombinations thereof5 for ora% and written presentations b se%e(ting and using appropriate media to present data and information ( se%e(ting and using appropriate formats to a(:now%edge sour(es of information d using s"mbo%s and formu%ae to e6press re%ationships and using appropriate units for ph"si(a% ;uantities e using a 4ariet" of pi(toria% representations to show re%ationships and present information (%ear%" and su((in(t%" f se%e(ting and drawing appropriate graphs to (on4e" information and re%ationships (%ear%" and a((urate%" g identif"ing situations where use of a (ur4e of best fit is appropriate to present graphi(a% information
20
=*- draws 4a%id (on(%usions from gathered data and information
=*/ imp%ements strategies to wor: effe(ti4e%" as an indi4idua% or as a member of a team
0410 analyse information to: a identif" trends5 patterns and re%ationships as we%% as (ontradi(tions in data and information b 9ustif" inferen(es and (on(%usions ( identif" and e6p%ain how data supports or refutes an h"pothesis5 a predi(tion or a proposed so%ution to a prob%em d predi(t out(omes and generate p%ausib%e e6p%anations re%ated to the obser4ations e ma:e and 9ustif" genera%isations f use mode%s5 in(%uding mathemati(a% ones5 to e6p%ain phenomena and&or ma:e predi(tions g use (ause and effe(t re%ationships to e6p%ain phenomena h identif" e6amp%es of the inter(onne(tedness of ideas or s(ientifi( prin(ip%es 0412 solve problems by: a identif"ing and e6p%aining the nature of a prob%em b des(ribing and se%e(ting from different strategies those whi(h (ou%d be used to so%4e a prob%em ( using identified strategies to de4e%op a range of possib%e so%utions to a parti(u%ar prob%em d e4a%uating the appropriateness of different strategies for so%4ing an identified prob%em 0413 use available evidence to: a design and produ(e (reati4e so%utions to prob%ems b propose ideas that demonstrate (oheren(e and %ogi(a% progression and in(%ude (orre(t use of s(ientifi( prin(ip%es and ideas ( app%" (riti(a% thin:ing in the (onsideration of predi(tions5 h"potheses and the resu%ts of in4estigations d formu%ate (ause and effe(t re%ationships 3he =re%iminar" (ourse further in(reases students< s:i%%s in wor:ing indi4idua%%" and in teams. Refer to the (ontent o4er4iew on page *-.
2*
,'2 # Local /cosystem

Contextual Outline 3he en4ironment has an impa(t on a%% organisms in wa"s that a $io%og" student wi%% %earn to re(ognise and e6p%ain. ,tudents are ab%e to draw on e6isting :now%edge of their own %o(a% area and e6pand on their understanding of bio%ogi(a% (on(epts that (an be identified through (arefu% ana%"sis of the bioti( and abioti( fa(tors operating. 2hi%e the stud" of the re%ationships of organisms with ea(h other and with their ph"si(a% en4ironment (an be theoreti(a%%" presented in a (%assroom setting or b" using simu%ations of natura% popu%ations5 (ommunities and e4en e(os"stems5 the stud" of e(o%og" in the fie%d is essentia%. ,tud" of this modu%e must in(%ude fie%d e6perien(e of a %o(a% terrestria% or a;uati( e(os"stem to obser4e and measure some of the abioti( parameters to whi(h the main p%ant and anima% spe(ies are adapted and to stud" some of the trophi(5 (ompetiti4e and s"mbioti( intera(tions between organisms in that e(os"stem. ,tudents shou%d be en(ouraged to ana%"se and report on those aspe(ts of the %o(a% en4ironment that ha4e been affe(ted b" peop%e and propose rea%isti( so%utions to the prob%ems that e6ist. 3he report shou%d in(%ude7 a statement of purposeH a (%ear and detai%ed des(ription of the area studiedH an" ba(:ground materia% (o%%e(ted on the areaH appropriate presentation of data (o%%e(tedH ana%"sis of dataH suggestions of the re%ationships that e6ist in the areaH and an assessment of human impa(t on the area. 3his modu%e in(reases students< understanding of the nature5 pra(ti(e and app%i(ations of bio%og". !ssumed ,nowledge *omain- &no%ledge and understanding Refer to the Science 0ears 1230 Syllabus for the fo%%owing7 /.*0a distinguish between bioti( and abioti( features of the %o(a% en4ironment /.*0b des(ribe the importan(e of ("(%es of materia%s in e(os"stems /.*0( des(ribe some impa(ts of human a(ti4ities on e(os"stems /.**.2a re%ate po%%ution to (ontamination b" unwanted substan(es /.**.2( dis(uss strategies used to ba%an(e human a(ti4ities and needs in e(os"stems with (onser4ing5 prote(ting and maintaining the ;ua%it" and sustainabi%it" of the en4ironment.
22
Students learn to01 The distribution/ diversity and numbers of plants and animals found in ecosystems are determined by biotic and abiotic factors (ompare the abioti( (hara(teristi(s of a;uati( and terrestria% en4ironments identif" the fa(tors determining the distribution and abundan(e of a spe(ies in ea(h en4ironment des(ribe the ro%es of photos"nthesis and respiration in e(os"stems identif" uses of energ" b" organisms identif" the genera% e;uation for aerobi( (e%%u%ar respiration and out%ine this as a summar" of a (hain of bio(hemi(a% rea(tions
Students pro(ess and ana%"se information obtained from a 4ariet" of samp%ing studies to 9ustif" the use of different samp%ing te(hni;ues to ma:e popu%ation estimates when tota% (ounts (annot be performed
23
Students learn to21 5ach local a(uatic or terrestrial ecosystem is uni(ue e6amine trends in popu%ation estimates for some p%ant and anima% spe(ies within an e(os"stem out%ine fa(tors that affe(t numbers in predator and pre" popu%ations in the area studied identif" e6amp%es of a%%e%opath"5 parasitism5 mutua%ism and (ommensa%ism in an e(os"stem and the ro%e of organisms in ea(h t"pe of re%ationship des(ribe the ro%e of de(omposers in e(os"stems e6p%ain trophi( intera(tions between organisms in an e(os"stem using food (hains5 food webs and p"ramids of biomass and energ" define the term adaptation and dis(uss the prob%ems asso(iated with inferring (hara(teristi(s of organisms as adaptations for %i4ing in a parti(u%ar habitat identif" some adaptations of %i4ing things to fa(tors in their en4ironment identif" and des(ribe in detai% adaptations of a p%ant and an anima% from the %o(a% e(os"stem des(ribe and e6p%ain the shortGterm and %ongGterm (onse;uen(es on the e(os"stem of spe(ies (ompeting for resour(es identif" the impa(t of humans in the e(os"stem studied
Students (hoose e;uipment or resour(es and underta:e a fie%d stud" of a %o(a% terrestria% or a;uati( e(os"stem to identif" data sour(es and7 measure abioti( 4ariab%es in the e(os"stem being studied using appropriate instruments and re%ate this data to the distribution of organisms estimate the siIe of a p%ant popu%ation and an anima% popu%ation in the e(os"stem using transe(ts and&or random ;uadrats (o%%e(t5 ana%"se and present data to des(ribe the distribution of the p%ant and anima% spe(ies whose abundan(e has been estimated des(ribe two trophi( intera(tions found between organisms in the area studied identif" data sour(es and gather5 present and ana%"se data b"7 G tabu%ation of data (o%%e(ted in the stud" G (a%(u%ation of mean 4a%ues with ranges G graphing (hanges with time in the measured abioti( data G e4a%uating 4ariabi%it" in measurements made during s(ientifi( in4estigations gather information from firstGhand and se(ondar" sour(es to (onstru(t food (hains and food webs to i%%ustrate the re%ationships between member spe(ies in an e(os"stem pro(ess and ana%"se information and present a report of the in4estigation of an e(os"stem in whi(h the purpose is introdu(ed5 the methods des(ribed and the resu%ts shown graphi(a%%" and use a4ai%ab%e e4iden(e to dis(uss their re%e4an(e
2-
,'3 Patterns in 0ature

Contextual Outline .etai%ed e6amination of one or two spe(ies of %i4ing things does not pro4ide an o4er4iew of the genera% features of %i4ing things. $" %oo:ing a(ross the range of (ommon%" o((urring %i4ing organisms5 patterns in stru(ture and fun(tion (an be identified. 3hese patterns ref%e(t the fundamenta% inputs and outputs of %i4ing things the absorption of ne(essar" (hemi(a%s and the re%ease of wastes. At a mi(ros(opi( %e4e%5 there are patterns in the stru(ture and fun(tion of (e%%s. 3he fundamenta% stru(tura% simi%arities e6ist be(ause the bio(hemi(a% pro(esses are simi%ar. ,ome important differen(es between p%ant and anima% (e%%s ref%e(t the fundamenta% differen(es between p%ants and anima%s the pro(ess of photos"nthesis in p%ants. !an" %i4ing things ha4e e4o%4ed (omp%e6 and effi(ient s"stems with %arge surfa(e areas to fa(i%itate the inta:e and remo4a% of substan(es. 3ransport s"stems a%%ow distribution and (o%%e(tion of nutrients and wastes. 3his modu%e in(reases students< understanding of the histor"5 app%i(ations and uses of bio%og". !ssumed ,nowledge *omain- &no%ledge and understanding Refer to the Science 0ears 1230 Syllabus for the fo%%owing7 /.#.3( (onstru(t word e;uations from obser4ations and written des(riptions of a range of (hemi(a% rea(tions /.8.*a e6p%ain that s"stems in mu%ti(e%%u%ar organisms ser4e the needs of (e%%s /.8.*b identif" the ro%e of (e%% di4ision in growth5 repair and reprodu(tion in mu%ti(e%%u%ar organisms /.8.2( identif" that information is transferred as .NA on (hromosomes when (e%%s reprodu(e themse%4es /.8.2d identif" that genes are part of .NA.
2/
Students learn to01 Organisms are out%ine the histori(a% de4e%opment of made of cells the (e%% theor"5 in parti(u%ar5 the that have similar (ontributions of Robert Aoo:e and structural Robert $rown characteristics des(ribe e4iden(e to support the (e%% theor" dis(uss the signifi(an(e of te(hno%ogi(a% ad4an(es to de4e%opments in the (e%% theor" identif" (e%% organe%%es seen with (urrent %ight and e%e(tron mi(ros(opes des(ribe the re%ationship between the stru(ture of (e%% organe%%es and their fun(tion
Students use a4ai%ab%e e4iden(e to assess the impa(t of te(hno%og"5 in(%uding the de4e%opment of the mi(ros(ope on the de4e%opment of the (e%% theor" perform a firstGhand in4estigation to gather firstGhand information using a %ight mi(ros(ope to obser4e (e%%s in p%ants and anima%s and identif" nu(%eus5 ("top%asm5 (e%% wa%%5 (h%orop%ast and 4a(uo%es pro(ess information from se(ondar" sour(es to ana%"se e%e(tron mi(rographs of (e%%s and identif" mito(hondria5 (h%orop%asts5 >o%gi bodies5 %"sosomes5 endop%asmi( reti(u%um5 ribosomes5 nu(%eus5 nu(%eo%us and (e%% membranes
21 6embranes around cells provide separation from and links with the external environment
identif" the ma9or groups of substan(es found in %i4ing (e%%s and their uses in (e%% a(ti4ities identif" that there is mo4ement of mo%e(u%es into and out of (e%%s des(ribe the (urrent mode% of membrane stru(ture and e6p%ain how it a((ounts for the mo4ement of some substan(es into and out of (e%%s (ompare the pro(esses of diffusion and osmosis e6p%ain how the surfa(e area to 4o%ume ratio affe(ts the rate of mo4ement of substan(es into and out of (e%%s
p%an5 (hoose e;uipment or resour(es and perform a firstGhand in4estigation to gather information and use a4ai%ab%e e4iden(e to identif" the fo%%owing substan(es in tissues7 g%u(ose star(h %ipids proteins (h%oride ions %ignin perform a firstGhand in4estigation to mode% the se%e(ti4e%" permeab%e nature of a (e%% membrane perform a firstGhand in4estigation to demonstrate the differen(e between osmosis and diffusion perform a firstGhand in4estigation to demonstrate the effe(t of surfa(e area to 4o%ume ratio on rate of diffusion
2+
Students learn to31 Plants and animals have specialised structures to obtain nutrients from their environment identif" some e6amp%es that demonstrate the stru(tura% and fun(tiona% re%ationships between (e%%s5 tissues5 organs and organ s"stems in mu%ti(e%%u%ar organisms distinguish between autotrophs and heterotrophs in terms of nutrient re;uirements
Students-
p%an5 (hoose e;uipment or resour(es and perform firstGhand in4estigations to gather information and use a4ai%ab%e e4iden(e to demonstrate the need for (h%oroph"%% and %ight in photos"nthesis perform a firstGhand in4estigation to demonstrate the re%ationship between surfa(e area and rate of rea(tion identif" data sour(es5 gather5 pro(ess5 ana%"se and present information from se(ondar" sour(es and use a4ai%ab%e e4iden(e to (ompare the digesti4e s"stems of mamma%s5 in(%uding a graIing herbi4ore5 (arni4ore and a predominant%" ne(tar feeding anima%
identif" the materia%s re;uired for photos"nthesis and its ro%e in e(os"stems identif" the genera% word e;uation for photos"nthesis and out%ine this as a summar" of a (hain of bio(hemi(a% rea(tions e6p%ain the re%ationship between the organisation of the stru(tures used to obtain water and minera%s in a range of p%ants and the need to in(rease the surfa(e area a4ai%ab%e for absorption e6p%ain the re%ationship between the shape of %ea4es5 the distribution of tissues in them and their ro%e des(ribe the ro%e of teeth in in(reasing the surfa(e area of (omp%e6 foods for e6posure to digesti4e (hemi(a%s e6p%ain the re%ationship between the %ength and o4era%% (omp%e6it" of digesti4e s"stems of a 4ertebrate herbi4ore and a 4ertebrate (arni4ore with respe(t to7 the (hemi(a% (omposition of their diet the fun(tions of the stru(tures in4o%4ed
2#
Students learn to41 7aseous exchange and transport systems transfer chemicals through the internal and between the external environments of plants and animals (ompare the ro%es of respirator"5 (ir(u%ator" and e6(retor" s"stems identif" and (ompare the gaseous e6(hange surfa(es in an inse(t5 a fish5 a frog and a mamma% e6p%ain the re%ationship between the re;uirements of (e%%s and the need for transport s"stems in mu%ti(e%%u%ar organisms out%ine the transport s"stem in p%ants5 in(%uding7 root hair (e%%s 6"%em ph%oem stomates
Students use a4ai%ab%e e4iden(e to perform a firstGhand in4estigation and gather firstGhand data to identif" and des(ribe fa(tors that affe(t the rate of transpiration perform a firstGhand in4estigation of the mo4ement of materia%s in 6"%em or ph%oem use a4ai%ab%e e4iden(e to dis(uss5 using e6amp%es5 the ro%e of te(hno%ogies5 su(h as the use of radioisotopes in tra(ing the path of e%ements through %i4ing p%ants and anima%s
and %enti(e%s (ompare open and (%osed (ir(u%ator" s"stems using one 4ertebrate and one in4ertebrate as e6amp%es 81 6aintenance of organisms re(uires growth and repair identif" mitosis as a pro(ess of nu(%ear di4ision and e6p%ain its ro%e identif" the sites of mitosis in p%ants5 inse(ts and mamma%s e6p%ain the need for ("to:inesis in (e%% di4ision identif" that nu(%ei5 mito(hondria and (h%orop%asts (ontain .NA perform a firstGhand in4estigation using a mi(ros(ope to gather information from prepared s%ides to des(ribe the se;uen(e of (hanges in the nu(%eus of p%ant or anima% (e%%s undergoing mitosis
28
,'! Life on /arth

Contextual Outline Bife has e4o%4ed o4er mi%%ions of "ears from the (ommon e%ements found in the (osmos. ,imp%e terrestria% %ife has been found to e6ist in the most hosti%e of (onditions on Darth and e4iden(e from Austra%ian s(ientists has shown that ba(teria e6ist :i%ometres deep in the Darth<s (rust and ha4e done so for mi%%ions of "ears. 'rgani( mo%e(u%es formed on Darth in an en4ironment that is 4er" different to that e6isting toda". 2hen these organi( mo%e(u%es were separated from their en4ironment b" a membrane5 the" began to (arr" out the (hemi(a% rea(tions of %ife in su(h a wa" as to sustain their e6isten(e and a%%ow reprodu(tion. 3he e4o%ution of photos"nthesis (aused a (hange from an ano6i( to an o6i( en4ironment that (ontinues to support most of the %i4ing things on Darth toda". ?ossi% e4iden(e indi(ates (hanges in (omp%e6it" and di4ersit" of %ife forms. @t is the di4ersit" of %i4ing organisms that has %ed s(ientists to de4e%op (%assifi(ation s"stems that group these organisms a((ording to their stru(tura% or geneti( simi%arit". Re(ent ad4an(es in mo%e(u%ar bio%og" and bio(hemistr" ha4e a%%owed s(ientists to better des(ribe the origins5 pro(esses and e4o%ution of %ife. 3his modu%e in(reases students< understanding of the histor"5 nature and pra(ti(e of bio%og" and (urrent issues5 resear(h and de4e%opments in bio%og". !ssumed ,nowledge *omain- &no%ledge and understanding Refer to the Science 0ears 1230 Syllabus for the fo%%owing7 /.8.3a dis(uss e4iden(e that presentGda" organisms ha4e e4o%4ed from organisms in the distant past /.9.-b des(ribe (onditions under whi(h fossi%s form /.9.-( re%ate the fossi% re(ord to the age of Darth and the time o4er whi(h %ife has been e4o%4ing.
29
Students learn to01 !nalysis of the oldest sedimentary rocks provides evidence for the origin of life identif" the re%ationship between the (onditions on ear%" Darth and the origin of organi( mo%e(u%es
Students gather information from se(ondar" sour(es to des(ribe the e6periments of Ure" and !i%%er and use the a4ai%ab%e e4iden(e to ana%"se the7 reason for their e6periments resu%t of their e6periments importan(e of their e6periments in i%%ustrating the nature and pra(ti(e of s(ien(e (ontribution to h"potheses about the origin of %ife
dis(uss the imp%i(ations of the e6isten(e of organi( mo%e(u%es in the (osmos for the origin of %ife on Darth des(ribe two s(ientifi( theories re%ating to the e4o%ution of the (hemi(a%s of %ife and dis(uss their signifi(an(e in understanding the origin of %ife
dis(uss the signifi(an(e of the Ure" and !i%%er e6periments in the debate on the (omposition of the primiti4e atmosphere identif" (hanges in te(hno%og" that ha4e assisted in the de4e%opment of an in(reased understanding of the origin of %ife and e4o%ution of %i4ing things pro(ess and ana%"se information to (onstru(t a time%ine of the main e4ents that o((urred during the e4o%ution of %ife on Darth gather firstGhand or se(ondar" information to ma:e obser4ations of a range of p%ant and anima% fossi%s identif" data sour(es5 gather5 pro(ess5 ana%"se and present information from se(ondar" sour(es to e4a%uate the impa(t of in(reased understanding of the fossi% re(ord on the de4e%opment of ideas about the histor" of %ife on Darth
21 The fossil record provides information about the subse(uent evolution of living things
identif" the ma9or stages in the e4o%ution of %i4ing things5 in(%uding the formation of7 organi( mo%e(u%es membranes pro(ar"oti( heterotrophi( (e%%s pro(ar"oti( autotrophi( (e%%s eu(ar"oti( (e%%s (o%onia% organisms mu%ti(e%%u%ar organisms des(ribe some of the pa%aeonto%ogi(a% and geo%ogi(a% e4iden(e that suggests when %ife originated on Darth
e6p%ain wh" the (hange from an ano6i( to an o6i( atmosphere was signifi(ant in the e4o%ution of %i4ing things dis(uss the wa"s in whi(h de4e%opments in s(ientifi( :now%edge ma" (onf%i(t with the ideas about the origins of %ife de4e%oped b" different (u%tures
30
Students learn to31 urther developments in our knowledge of present'day organisms and the discovery of new organisms allows for better understanding of the origins of life and the processes involved in the evolution of living things des(ribe te(hno%ogi(a% ad4an(es that ha4e in(reased :now%edge of pro(ar"oti( organisms des(ribe the main features of the en4ironment of an organism from one of the fo%%owing groups and identif" its ro%e in that en4ironment7 Ar(haea $a(teria
Students use the a4ai%ab%e e4iden(e to out%ine simi%arities in the en4ironments past and present for a group of organisms within one of the fo%%owing7 Ar(haea $a(teria
ana%"se information from se(ondar" sour(es to dis(uss the di4erse en4ironments that %i4ing things o((up" toda" and use a4ai%ab%e e4iden(e to des(ribe possib%e a%ternati4e en4ironments in whi(h %ife ma" ha4e originated
41 The study of present' day organisms increases our understanding of past organisms and environments
e6p%ain the need for s(ientists to (%assif" organisms des(ribe the se%e(tion (riteria used in different (%assifi(ation s"stems and dis(uss the ad4antages and disad4antages of ea(h s"stem e6p%ain how %e4e%s of organisation in a hierar(hi(a% s"stem assist (%assifi(ation dis(uss5 using e6amp%es5 the impa(t of (hanges in te(hno%og" on the de4e%opment and re4ision of bio%ogi(a% (%assifi(ation s"stems des(ribe the main features of the binomia% s"stem in naming organisms and re%ate these to the (on(epts of genus and spe(ies identif" and dis(uss the diffi(u%ties e6perien(ed in (%assif"ing e6tin(t organisms e6p%ain how (%assifi(ation of organisms (an assist in de4e%oping an understanding of present and past %ife on Darth
perform a firstGhand in4estigation and gather information to (onstru(t and use simp%e di(hotomous :e"s and show how the" (an be used to identif" a range of p%ants and anima%s using %i4e and preser4ed spe(imens5 photographs or diagrams of p%ants and anima%s
3*
,'" /&olution of #ustralian Biota

Contextual Outline 3he 4er" %arge southern %andmass5 >ondwana5 persisted for some time5 gi4ing rise to an arra" of spe(ies that spread a(ross it. 2hen >ondwana bro:e up5 it did so in stages but e4entua%%" the Austra%ian (ontinent was iso%ated from Antar(ti(a and ,outh Ameri(a. 3he a4ai%ab%e e4iden(e suggests that5 as >ondwana was brea:ing up5 a number of g%oba% (%imati( (hanges were a%so o((urring. 3hese (hanges in en4ironmenta% (onditions impa(ted on Austra%ian e(os"stems and are ref%e(ted in the fossi% re(ord. As the bioti( and abioti( features of e(os"stems were a%tered5 those organisms best adapted to these (hanges sur4i4ed and passed on their geneti( information to their offspring. 3he (ontribution of pa%eonto%og" and the stud" of past en4ironments is important to our understanding of how our present a(tions ma" affe(t our en4ironment and the distribution of f%ora and fauna in the future. 3his modu%e in(reases students< understanding of the app%i(ations and uses of bio%og"5 imp%i(ations for so(iet" and the en4ironment and (urrent issues5 resear(h and de4e%opments in bio%og". !ssumed ,nowledge *omain- &no%ledge and understanding Refer to the Science 0ears 1230 Syllabus for the fo%%owing7 /.8.3a dis(uss e4iden(e that presentGda" organisms ha4e e4o%4ed from organisms in the distant past /.8.*b identif" the ro%e of (e%% di4ision in growth5 repair and reprodu(tion in mu%ti(e%%u%ar organisms /.8.3b re%ate natura% se%e(tion to the theor" of e4o%ution /.9.2a dis(uss e4iden(e that suggests (rusta% p%ates mo4e o4er time
32
Students learn to01 5vidence for the rearrangement of crustal plates and continental drift indicates that !ustralia was once part of an ancient super continent
Students-
identif" and des(ribe e4iden(e that so%4e prob%ems to supports the assertion that identif" the positions of midGo(ean Austra%ia was on(e part of a ridges and spreading Iones that infer a %andmass (a%%ed >ondwana5 mo4ing Austra%ian (ontinent in(%uding7 mat(hing (ontinenta% identif" data margins sour(es5 gather5 pro(ess and ana%"se position of midGo(ean information from se(ondar" sour(es ridges and use a4ai%ab%e e4iden(e to spreading Iones i%%ustrate the (hanging ideas of between (ontinenta% p%ates s(ientists in the %ast 200 "ears about fossi%s in (ommon on indi4idua% spe(ies su(h as the >ondwanan (ontinents5 p%at"pus as new information and in(%uding +lossopteris and te(hno%ogies be(ame a4ai%ab%e +angamopteris f%ora5 and marsupia%s simi%arities between presentGda" organisms on >ondwanan (ontinents dis(uss (urrent resear(h into the e4o%utionar" re%ationships between e6tin(t spe(ies5 in(%uding megafauna and e6tant Austra%ian spe(ies
33
Students learn to21 The changes in !ustralian flora and fauna over millions of years have happened through evolution dis(uss e6amp%es of 4ariation between members of a spe(ies identif" the re%ationship between 4ariation within a spe(ies and the (han(es of sur4i4a% of spe(ies when en4ironmenta% (hange o((urs identif" and des(ribe e4iden(e of (hanging en4ironments in Austra%ia o4er mi%%ions of "ears identif" areas within Austra%ia that e6perien(e signifi(ant 4ariations in temperature and water a4ai%abi%it" identif" (hanges in the distribution of Austra%ian spe(ies5 as rainforests (ontra(ted and s(%eroph"%% (ommunities and grass%ands spread5 as indi(ated b" fossi% e4iden(e dis(uss (urrent theories that pro4ide a mode% to a((ount for these (hanges dis(uss .arwin<s obser4ations of Austra%ian f%ora and fauna and re%ate these to his theor" of e4o%ution
Students gather5 pro(ess and ana%"se information from se(ondar" sour(es to de4e%op a time%ine that identifies :e" e4ents in the formation of Austra%ia as an is%and (ontinent from its origins as part of >ondwana gather information from se(ondar" sour(es to des(ribe some Austra%ian fossi%s5 where these fossi%s were found and use a4ai%ab%e e4iden(e to e6p%ain how the" (ontribute to the de4e%opment of understanding about the e4o%ution of spe(ies in Austra%ia perform a firstGhand in4estigation5 gather information of named Austra%ian fossi% samp%es and use a4ai%ab%e e4iden(e to identif" simi%arities and differen(es between (urrent and e6tin(t Austra%ian %ife forms present information from se(ondar" sour(es to dis(uss the Au6%e" 2i%berfor(e debate on .arwin<s theor" of e4o%ution perform a firstGhand in4estigation to gather information of e6amp%es of 4ariation in at %east two spe(ies of %i4ing organism
3-
Students learn to31 Continuation of species has resulted/ in part/ from the reproductive adaptations that have evolved in !ustralian plants and animals distinguish between the pro(esses of meiosis and mitosis in terms of the daughter (e%%s produ(ed (ompare and (ontrast e6terna% and interna% ferti%isation dis(uss the re%ati4e su((ess of these forms of ferti%isation in re%ation to the (o%onisation of terrestria% and a;uati( en4ironments des(ribe some me(hanisms found in Austra%ian f%ora for7 po%%ination seed dispersa% ase6ua% reprodu(tion with referen(e to %o(a% e6amp%es des(ribe some me(hanisms found in Austra%ian fauna to ensure7 ferti%isation sur4i4a% of the embr"o and of the "oung after birth e6p%ain how the e4o%ution of these reprodu(ti4e adaptations has in(reased the (han(es of (ontinuit" of the spe(ies in the Austra%ian en4ironment des(ribe the (onditions under whi(h ase6ua% reprodu(tion is ad4antageous5 with referen(e to spe(ifi( Austra%ian e6amp%es
Students ana%"se information from se(ondar" sour(es to tabu%ate the differen(es that distinguish the pro(esses of mitosis and meiosis identif" data sour(es5 gather5 pro(ess and ana%"se information from se(ondar" sour(es and use a4ai%ab%e e4iden(e to dis(uss the re%ati4e su((ess of interna% and e6terna% ferti%isation in re%ation to the (o%onisation of terrestria% and a;uati( en4ironments p%an5 (hoose e;uipment or resour(es and perform a firstGhand in4estigation to gather and present information about f%owers of nati4e spe(ies of angiosperms to identif" features that ma" be adaptations for wind and inse(t&bird&mamma% po%%ination
41 ! study of palaeontology and past environments increases our understanding of the possible future range of plants and animals
e6p%ain the importan(e of the stud" of past en4ironments in predi(ting the impa(t of human a(ti4it" in present en4ironments identif" the wa"s in whi(h pa%aeonto%og" assists understanding of the fa(tors that ma" determine distribution of f%ora and fauna in present and future en4ironments e6p%ain the need to maintain biodi4ersit"
gather5 pro(ess and ana%"se information from se(ondar" sour(es and use a4ai%ab%e e4iden(e to propose reasons for the e4o%ution5 sur4i4a% and e6tin(tion of spe(ies5 with referen(e to spe(ifi( Austra%ian e6amp%es pro(ess information to dis(uss a (urrent effort to monitor biodi4ersit"
3/
1 Content- Biology Stage 6 HSC Course

1'1 Biology S.ills
.uring the A,1 (ourse5 it is e6pe(ted that students wi%% further de4e%op s:i%%s in p%anning and (ondu(ting in4estigations5 (ommuni(ating information and understanding5 s(ientifi( thin:ing and prob%emGso%4ing and wor:ing indi4idua%%" and in teams. Da(h modu%e spe(ifies (ontent through whi(h s:i%% out(omes (an be a(hie4ed. 3ea(hers shou%d de4e%op a(ti4ities based on that (ontent to pro4ide students with opportunities to de4e%op the fu%% range of s:i%%s. HSC Course Outcomes A studentContent Students %ill learn to-
A** 9ustifies the 0010 identify data sources to: appropriateness a ana%"se (omp%e6 prob%ems to determine appropriate wa"s in whi(h ea(h aspe(t ma" be of a parti(u%ar resear(hed in4estigation b determine the t"pe of data that needs to be (o%%e(ted and e6p%ain the ;ua%itati4e or p%an ;uantitati4e ana%"sis that wi%% be re;uired for this data to be usefu% ( identif" the orders of magnitude that wi%% be appropriate and un(ertaint" that ma" be present in the measurement of data d identif" and use (orre(t units for data that wi%% be (o%%e(ted e re(ommend the use of an appropriate te(hno%og" or strateg" for data (o%%e(tion or gathering information that wi%% assist effi(ient future ana%"sis 0012 plan first'hand investigations to: a demonstrate the use of the terms Jdependent< and Jindependent< to des(ribe 4ariab%es in4o%4ed in the in4estigation b identif" 4ariab%es that need to be :ept (onstant5 de4e%op strategies to ensure that these 4ariab%es are :ept (onstant and demonstrate the use of a (ontro% ( design in4estigations that a%%ow 4a%id and re%iab%e data and information to be (o%%e(ted d design and tria% pro(edures to underta:e in4estigations and e6p%ain wh" a pro(edure5 a se;uen(e of pro(edures or repetition of pro(edures is appropriate e predi(t possib%e issues that ma" arise during the (ourse of an in4estigation and identif" strategies to address these issues if ne(essar" 0013 choose e(uipment or resources by: a identif"ing and&or setting up the most appropriate e;uipment or (ombination of e;uipment needed to underta:e the in4estigation b (arr"ing out a ris: assessment of intended e6perimenta% pro(edures and identif"ing and addressing potentia% haIards ( identif"ing te(hno%og" that (ou%d be used during in4estigations and determining its suitabi%it" and effe(ti4eness for its potentia% ro%e in the pro(edure or in4estigations d re(ognising the differen(e between destru(ti4e and nonGdestru(ti4e testing of materia% and ana%"sing potentia%%" different resu%ts of these two pro(edures
3+
A*2 e4a%uates wa"s in 0210 perform first'hand investigations by: whi(h a((ura(" a (arr"ing out the p%anned pro(edure5 re(ognising where and when modifi(ations are and re%iabi%it" needed and ana%"sing the effe(t of these ad9ustments (ou%d be impro4ed b effi(ient%" underta:ing the p%anned pro(edure to minimise haIards and wastage of in in4estigations resour(es ( disposing (arefu%%" and safe%" of an" waste materia%s produ(ed during the in4estigation d identif"ing and using safe wor: pra(ti(es during in4estigations 0212 gather first'hand information by: a using appropriate data (o%%e(tion te(hni;ues5 emp%o"ing appropriate te(hno%ogies5 in(%uding data %oggers and sensors b measuring5 obser4ing and re(ording resu%ts in a((essib%e and re(ognisab%e forms5 (arr"ing out repeat tria%s as appropriate 0213 gather information from secondary sources by: a a((essing information from a range of resour(es5 in(%uding popu%ar s(ientifi( 9ourna%s5 digita% te(hno%ogies and the @nternet b pra(tising effi(ient data (o%%e(tion te(hni;ues to identif" usefu% information in se(ondar" sour(es ( e6tra(ting information from numeri(a% data in graphs and tab%es as we%% as from written and spo:en materia% in a%% its forms d summarising and (o%%ating information from a range of resour(es e identif"ing pra(tising ma%e and fema%e Austra%ian s(ientists5 the areas in whi(h the" are (urrent%" wor:ing and information about their resear(h 0214 process information to: a assess the a((ura(" of an" measurements and (a%(u%ations and the re%ati4e importan(e of the data and information gathered b identif" and app%" appropriate mathemati(a% formu%ae and (on(epts ( best i%%ustrate trends and patterns b" se%e(ting and using appropriate methods5 in(%uding (omputerGassisted ana%"sis d e4a%uate the re%e4an(e of firstGhand and se(ondar" information and data in re%ation to the area of in4estigation e assess the re%iabi%it" of firstGhand and se(ondar" information and data b" (onsidering information from 4arious sour(es f assess the a((ura(" of s(ientifi( information presented in mass media b" (omparison with simi%ar information presented in s(ientifi( 9ourna%s A*3 uses termino%og" and reporting st"%es appropriate%" and su((essfu%%" to (ommuni(ate information and understanding 0310 present information by: a se%e(ting and using appropriate te6t t"pes or (ombinations thereof5 for ora% and written presentations b se%e(ting and using appropriate media to present data and information ( se%e(ting and using appropriate methods to a(:now%edge sour(es of information d using s"mbo%s and formu%ae to e6press re%ationships and using appropriate units for ph"si(a% ;uantities e using a 4ariet" of pi(toria% representations to show re%ationships and present information (%ear%" and su((in(t%" f se%e(ting and drawing appropriate graphs to (on4e" information and re%ationships (%ear%" and a((urate%" g identif"ing situations where use of a (ur4e of best fit is appropriate to present graphi(a% information
3#
A*- assesses the 4a%idit" of (on(%usions from gathered data and information
0410 analyse information to: a identif" trends5 patterns and re%ationships as we%% as (ontradi(tions in data and information b 9ustif" inferen(es and (on(%usions ( identif" and e6p%ain how data supports or refutes an h"pothesis5 a predi(tion or a proposed so%ution to a prob%em d predi(t out(omes and generate p%ausib%e e6p%anations re%ated to the obser4ations e ma:e and 9ustif" genera%isations f use mode%s5 in(%uding mathemati(a% ones5 to e6p%ain phenomena and&or ma:e predi(tions g use (ause and effe(t re%ationships to e6p%ain phenomena h identif" e6amp%es of the inter(onne(tedness of ideas or s(ientifi( prin(ip%es 0412 solve problems by: a identif"ing and e6p%aining the nature of a prob%em b des(ribing and se%e(ting from different strategies those whi(h (ou%d be used to so%4e a prob%em ( using identified strategies to de4e%op a range of possib%e so%utions to a parti(u%ar prob%em d e4a%uating the appropriateness of different strategies for so%4ing an identified prob%em 0413 use available evidence to: a design and produ(e (reati4e so%utions to prob%ems b propose ideas that demonstrate (oheren(e and %ogi(a% progression and in(%ude (orre(t use of s(ientifi( prin(ip%es and ideas ( app%" (riti(a% thin:ing in the (onsideration of predi(tions5 h"potheses and the resu%ts of in4estigations d formu%ate (ause and effe(t re%ationships A*/ e6p%ains wh" an 3he A,1 (ourse bui%ds on the =re%iminar" (ourse and further in(reases the students< in4estigation is s:i%%s in wor:ing indi4idua%%" and in teams. Refer to the (ontent o4er4iew on page *-. best underta:en indi4idua%%" or b" a team
38
1'2 2aintaining a Balance

Contextual Outline !u%ti(e%%u%ar organisms ha4e spe(ia%ised organ s"stems that are adapted for the upta:e and transport of essentia% nutrients from the en4ironment5 the uti%isation or produ(tion of energ" and the remo4a% of waste produ(ts arising from (e%%u%ar a(ti4ities. 3he basis of hea%th" bod"Gfun(tioning in a%% organisms is the hea%th of their (e%%s. 3he ph"si(a% and (hemi(a% fa(tors of the en4ironment surrounding these (e%%s must remain within narrow %imits for (e%%s to sur4i4e. 3hese narrow %imits need to be maintained and an" de4iation from these %imits must be ;ui(:%" (orre(ted. A brea:down in the maintenan(e of this ba%an(e (auses prob%ems for the organism. 3he ner4ous and endo(rine s"stems in anima%s and the hormone s"stem in p%ants bring about the (oordinated fun(tioning of these organ s"stems. 3he" are ab%e to monitor and pro4ide the feedba(: ne(essar" to maintain a (onstant interna% en4ironment. DnI"me a(tion is a prime e6amp%e of the need for this ba%an(e. DnI"mes (ontro% a%% of the (hemi(a% rea(tions that (onstitute the bod"<s metabo%ism. As enI"mes norma%%" fun(tion on%" within a narrow temperature range5 e4en a sma%% rise in bod" temperature (an resu%t in the fai%ure of man" of the rea(tions of metabo%ism that are essentia% to %ife. 3his modu%e in(reases students< understanding of the app%i(ations and uses of bio%og"5 imp%i(ations for so(iet" and the en4ironment and (urrent issues5 resear(h and de4e%opments in bio%og".
39
Students learn to016ost organisms are active in a limited temperature range identif" the ro%e of enI"mes in metabo%ism5 des(ribe their (hemi(a% (omposition and use a simp%e mode% to des(ribe their spe(ifi(it" on substrates identif" the pA as a wa" of des(ribing the a(idit" of a substan(e e6p%ain wh" the maintenan(e of a (onstant interna% en4ironment is important for optima% metabo%i( effi(ien(" des(ribe homeostasis as the pro(ess b" whi(h organisms maintain a re%ati4e%" stab%e interna% en4ironment e6p%ain that homeostasis (onsists of two stages7 dete(ting (hanges from the stab%e state (ountera(ting (hanges from the stab%e state out%ine the ro%e of the ner4ous s"stem in dete(ting and responding to en4ironmenta% (hanges identif" the broad range of temperatures o4er whi(h %ife is found (ompared with the narrow %imits for indi4idua% spe(ies (ompare responses of named Austra%ian e(tothermi( and endothermi( organisms to (hanges in the ambient temperature and e6p%ain how these responses assist temperature regu%ation identif" some responses of p%ants to temperature (hange
Students identif" data sour(es5 p%an5 (hoose e;uipment or resour(es and perform a firstGhand in4estigation to test the effe(t of7 in(reased temperature (hange in pA (hange in substrate (on(entrations on the a(ti4it" of named enI"me(s gather5 pro(ess and ana%"se information from se(ondar" sour(es and use a4ai%ab%e e4iden(e to de4e%op a mode% of a feedba(: me(hanism ana%"se information from se(ondar" sour(es to des(ribe adaptations and responses that ha4e o((urred in Austra%ian organisms to assist temperature regu%ation
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Students learn to21 Plants and animals transport dissolved nutrients and gases in a fluid medium
Studentsperform a firstGhand in4estigation to demonstrate the effe(t of disso%4ed (arbon dio6ide on the pA of water perform a firstGhand in4estigation using the %ight mi(ros(ope and prepared s%ides to gather information to estimate the siIe of red and white b%ood (e%%s and draw s(a%ed diagrams of ea(h ana%"se information from se(ondar" sour(es to identif" (urrent te(hno%ogies that a%%ow measurement of o6"gen saturation and (arbon dio6ide (on(entrations in b%ood and des(ribe and e6p%ain the (onditions under whi(h these te(hno%ogies are used ana%"se information from se(ondar" sour(es to identif" the produ(ts e6tra(ted from donated b%ood and dis(uss the uses of these produ(ts ana%"se and present information from se(ondar" sour(es to report on progress in the produ(tion of artifi(ia% b%ood and use a4ai%ab%e e4iden(e to propose reasons wh" su(h resear(h is needed (hoose e;uipment or resour(es to perform a firstGhand in4estigation to gather firstGhand data to draw trans4erse and %ongitudina% se(tions of ph%oem and 6"%em tissue
identif" the form(s in whi(h ea(h of the fo%%owing is (arried in mamma%ian b%ood7 (arbon dio6ide o6"gen water sa%ts %ipids nitrogenous waste other produ(ts of digestion e6p%ain the adapti4e ad4antage of haemog%obin (ompare the stru(ture of arteries5 (api%%aries and 4eins in re%ation to their fun(tion des(ribe the main (hanges in the (hemi(a% (omposition of the b%ood as it mo4es around the bod" and identif" tissues in whi(h these (hanges o((ur out%ine the need for o6"gen in %i4ing (e%%s and e6p%ain wh" remo4a% of (arbon dio6ide from (e%%s is essentia% des(ribe (urrent theories about pro(esses responsib%e for the mo4ement of materia%s through p%ants in 6"%em and ph%oem tissue
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Students learn to31 Plants and animals regulate the concentration of gases/ water and waste products of metabolism in cells and in interstitial fluid e6p%ain wh" the (on(entration of water in (e%%s shou%d be maintained within a narrow range for optima% fun(tion e6p%ain wh" the remo4a% of wastes is essentia% for (ontinued metabo%i( a(ti4it" identif" the ro%e of the :idne" in the e6(retor" s"stem of fish and mamma%s e6p%ain wh" the pro(esses of diffusion and osmosis are inade;uate in remo4ing disso%4ed nitrogenous wastes in some organisms distinguish between a(ti4e and passi4e transport and re%ate these to pro(esses o((urring in the mamma%ian :idne" e6p%ain how the pro(esses of fi%tration and reabsorption in the mamma%ian nephron regu%ate bod" f%uid (omposition out%ine the ro%e of the hormones5 a%dosterone and A.A (antiGdiureti( hormone in the regu%ation of water and sa%t %e4e%s in b%ood
Students perform a firstGhand in4estigation of the stru(ture of a mamma%ian :idne" b" disse(tion5 use of a mode% or 4isua% resour(e and identif" the regions in4o%4ed in the e6(retion of waste produ(ts gather5 pro(ess and ana%"se information from se(ondar" sour(es to (ompare the pro(ess of rena% dia%"sis with the fun(tion of the :idne" present information to out%ine the genera% use of hormone rep%a(ement therap" in peop%e who (annot se(rete a%dosterone ana%"se information from se(ondar" sour(es to (ompare and e6p%ain the differen(es in urine (on(entration of terrestria% mamma%s5 marine fish and freshwater fish use a4ai%ab%e e4iden(e to e6p%ain the re%ationship between the (onser4ation of water and the produ(tion and e6(retion of (on(entrated nitrogenous wastes in a range of Austra%ian inse(ts and terrestria% mamma%s pro(ess and ana%"se information from se(ondar" sour(es and use a4ai%ab%e e4iden(e to dis(uss pro(esses used b" different p%ants for sa%t regu%ation in sa%ine en4ironments perform a firstGhand in4estigation to gather information about stru(tures in p%ants that assist in the (onser4ation of water
define enantiostasis as the maintenan(e of metabo%i( and ph"sio%ogi(a% fun(tions in response to 4ariations in the en4ironment and dis(uss its importan(e to estuarine organisms in maintaining appropriate sa%t (on(entrations des(ribe adaptations of a range of terrestria% Austra%ian p%ants that assist in minimising water %oss
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1'3 Blue+rint of Life

Contextual Outline $e(ause a%% %i4ing things ha4e a finite %ife span5 the sur4i4a% of ea(h spe(ies depends on the abi%it" of indi4idua% organisms to reprodu(e. 3he (ontinuit" of %ife is assured when the (hemi(a% information that defines it is passed on from one generation to the ne6t on the (hromosomes. !odern mo%e(u%ar bio%og" is pro4iding opportunities to a%ter the information transferred from one generation to the ne6t in te(hno%ogies su(h as (%oning and in the produ(tion of transgeni( spe(ies. 3he segregation and independent assortment of the geneti( information within a spe(ies pro4ides the 4ariation ne(essar" to produ(e some indi4idua%s with (hara(teristi(s that better suit them to sur4i4ing and reprodu(ing in their en4ironment. 1hanges in the en4ironment ma" a(t on these 4ariations. 3he identifi(ation of mutations and their (auses be(omes important in pre4enting mutations and in identif"ing and potentia%%" nu%%if"ing the effe(ts of mutations in %i4ing organisms. 3his modu%e in(reases students< understanding of the histor"5 nature and pra(ti(e of bio%og"5 the app%i(ations and uses of bio%og"5 the imp%i(ations of bio%og" for so(iet" and the en4ironment and (urrent issues5 resear(h and de4e%opments in bio%og".
Students learn to 01 5vidence of evolution suggests that the mechanisms of inheritance/ accompanied by selection/ allow change over many generations out%ine the impa(t on the e4o%ution of p%ants and anima%s of7 (hanges in ph"si(a% (onditions in the en4ironment (hanges in (hemi(a% (onditions in the en4ironment (ompetition for resour(es des(ribe5 using spe(ifi( e6amp%es5 how the theor" of e4o%ution is supported b" the fo%%owing areas of stud"7 pa%aeonto%og"5 in(%uding fossi%s that ha4e been (onsidered as transitiona% forms biogeograph" (omparati4e embr"o%og" (omparati4e anatom" bio(hemistr"
Students p%an5 (hoose e;uipment or resour(es and perform a firstGhand in4estigation to mode% natura% se%e(tion ana%"se information from se(ondar" sour(es to prepare a (ase stud" to show how an en4ironmenta% (hange (an %ead to (hanges in a spe(ies
perform a firstGhand in4estigation or gather information from se(ondar" sour(es (in(%uding photographs& diagrams&mode%s to obser4e5 ana%"se and (ompare the stru(ture of a range of 4ertebrate fore%imbs use a4ai%ab%e e4iden(e to ana%"se5 using a named e6amp%e5 how ad4an(es in te(hno%og" ha4e (hanged s(ientifi( thin:ing about e4o%utionar" re%ationships ana%"se information from se(ondar" sour(es on the histori(a% de4e%opment of theories of e4o%ution and use a4ai%ab%e e4iden(e to assess so(ia% and po%iti(a% inf%uen(es on these de4e%opments
e6p%ain how .arwin&2a%%a(e<s theor" of e4o%ution b" natura% se%e(tion and iso%ation a((ounts for di4ergent e4o%ution and (on4ergent e4o%ution
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Students learn to21 7regor 6endel9s experiments helped advance our knowledge of the inheritance of characteristics out%ine the e6periments (arried out b" >regor !ende%
Students perform an in4estigation to (onstru(t pedigrees or fami%" trees5 tra(e the inheritan(e of se%e(ted (hara(teristi(s and dis(uss their (urrent use
des(ribe the aspe(ts of the e6perimenta% te(hni;ues used b" !ende% that %ed to his su((ess so%4e prob%ems in4o%4ing monoh"brid (rosses using =unnett s;uares or des(ribe out(omes of monoh"brid other appropriate te(hni;ues (rosses in4o%4ing simp%e dominan(e using !ende%<s e6p%anations pro(ess information from se(ondar" sour(es to des(ribe an e6amp%e of distinguish between homoI"gous and h"bridisation within a spe(ies and heteroI"gous genot"pes in monoh"brid e6p%ain the purpose of this (rosses h"bridisation distinguish between the terms a%%e%e and gene5 using e6amp%es e6p%ain the re%ationship between dominant and re(essi4e a%%e%es and phenot"pe using e6amp%es out%ine the reasons wh" the importan(e of !ende%<s wor: was not re(ognised unti% some time after it was pub%ished
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Students learn to31 Chromosomal structure provides the key to inheritance out%ine the ro%es of ,utton and $o4eri in identif"ing the importan(e of (hromosomes des(ribe the (hemi(a% nature of (hromosomes and genes identif" that .NA is a doub%eGstranded mo%e(u%e twisted into a he%i6 with ea(h strand (omprised of a sugarGphosphate ba(:bone and atta(hed bases adenine (A 5 th"mine (3 5 ("tosine (1 and guanine (> (onne(ted to a (omp%ementar" strand b" pairing the bases5 AG3 and >G1 e6p%ain the re%ationship between the stru(ture and beha4iour of (hromosomes during meiosis and the inheritan(e of genes e6p%ain the ro%e of gamete formation and se6ua% reprodu(tion in 4ariabi%it" of offspring des(ribe the inheritan(e of se6G%in:ed genes5 and a%%e%es that e6hibit (oGdominan(e and e6p%ain wh" these do not produ(e simp%e !ende%ian ratios des(ribe the wor: of !organ that %ed to the understanding of se6 %in:age e6p%ain the re%ationship between homoI"gous and heteroI"gous genot"pes and the resu%ting phenot"pes in e6amp%es of (oGdominan(e out%ine wa"s in whi(h the en4ironment ma" affe(t the e6pression of a gene in an indi4idua%
Students pro(ess information from se(ondar" sour(es to (onstru(t a mode% that demonstrates meiosis and the pro(esses of (rossing o4er5 segregation of (hromosomes and the produ(tion of hap%oid gametes so%4e prob%ems in4o%4ing (oG dominan(e and se6 %in:age identif" data sour(es and perform a firstGhand in4estigation to demonstrate the effe(t of en4ironment on phenot"pe
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Students learn to41 The structure of ":! can be changed and such changes may be reflected in the phenotype of the affected organism des(ribe the pro(ess of .NA rep%i(ation and e6p%ain its signifi(an(e out%ine5 using a simp%e mode%5 the pro(ess b" whi(h .NA (ontro%s the produ(tion of po%"peptides e6p%ain the re%ationship between proteins and po%"peptides e6p%ain how mutations in .NA ma" %ead to the generation of new a%%e%es dis(uss e4iden(e for the mutageni( nature of radiation e6p%ain how an understanding of the sour(e of 4ariation in organisms has pro4ided support for .arwin<s theor" of e4o%ution b" natura% se%e(tion des(ribe the (on(ept of pun(tuated e;ui%ibrium in e4o%ution and how it differs from the gradua% pro(ess proposed b" .arwin
Students perform a firstGhand in4estigation or pro(ess information from se(ondar" sour(es to de4e%op a simp%e mode% for po%"peptide s"nthesis ana%"se information from se(ondar" sour(es to out%ine the e4iden(e that %ed to $ead%e and 3atum<s Jone gene one protein< h"pothesis and to e6p%ain wh" this was a%tered to the Jone gene one po%"peptide< h"pothesis pro(ess information to (onstru(t a f%ow (hart that shows that (hanges in .NA se;uen(es (an resu%t in (hanges in (e%% a(ti4it" pro(ess and ana%"se information from se(ondar" sour(es to e6p%ain a modern e6amp%e of Jnatura%< se%e(tion pro(ess information from se(ondar" sour(es to des(ribe and ana%"se the re%ati4e importan(e of the wor: of7 James 2atson ?ran(is 1ri(: Rosa%ind ?ran:%in !auri(e 2i%:ins in determining the stru(ture of .NA and the impa(t of the ;ua%it" of (o%%aboration and (ommuni(ation on their s(ientifi( resear(h
81 Current reproductive technologies and genetic engineering have the potential to alter the path of evolution
ana%"se information from se(ondar" sour(es to identif" e6amp%es of the use of transgeni( spe(ies and use a4ai%ab%e e4iden(e out%ine the pro(esses to debate the ethi(a% issues arising used to produ(e transgeni( spe(ies and from the de4e%opment and use of in(%ude e6amp%es of this pro(ess and transgeni( spe(ies reasons for its use
identif" how the fo%%owing (urrent reprodu(ti4e te(hni;ues ma" a%ter the geneti( (omposition of a popu%ation7 artifi(ia% insemination artifi(ia% po%%ination (%oning
pro(ess information from se(ondar" sour(es to des(ribe a methodo%og" used in (%oning
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dis(uss the potentia% impa(t of the use of reprodu(tion te(hno%ogies on the geneti( di4ersit" of spe(ies using a named p%ant and anima% e6amp%e that ha4e been geneti(a%%" a%tered
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1'! The Search for Better Health

Contextual Outline 2hen ph"sio%ogi(a% pro(esses ma%fun(tion5 the bod" tries to repair the damage. 3he pro(ess is simi%ar in a%% %i4ing things and it is on%" when the pro(ess fai%s to (ontain the damage that disease (an be re(ognised. Aumans ha4e %ong re(ognised the s"mptoms of disease both in themse%4es and the anima%s and p%ants around them. ,in(e the beginnings of re(orded histor"5 the" ha4e noted the signs that re4ea% that the bod" is ma%fun(tioning. @n(reasing understanding of the (auses of disease together with a((ompan"ing ad4an(es in te(hno%og" ha4e (hanged approa(hes to treatment and management of disease. 3he sear(h for measures to treat and manage diseases of humans and other organisms (ontinues and this sear(h is para%%e%ed b" (ontinued refinements in te(hno%og". 3his modu%e in(reases students< understanding of the histor"5 nature and pra(ti(e of bio%og"5 the app%i(ations and uses of bio%og"5 and the imp%i(ations of bio%og" for so(iet" and the en4ironment.
Students learn to01 ;hat is a healthy organism< dis(uss the diffi(u%ties of defining the terms Jhea%th< and Jdisease< out%ine how the fun(tion of genes5 mitosis5 (e%% differentiation and spe(ia%isation assist in the maintenan(e of hea%th
Students use a4ai%ab%e e4iden(e to ana%"se the %in:s between gene e6pression and maintenan(e and repair of bod" tissues
21 Over 3$$$ years ago the Chinese and Hebrews were advocating cleanliness in food/ water and personal hygiene
distinguish between infe(tious and nonG infe(tious disease e6p%ain wh" (%ean%iness in food5 water and persona% h"giene pra(ti(es assist in (ontro% of disease identif" the (onditions under whi(h an organism is des(ribed as a pathogen
identif" data sour(es5 p%an and (hoose e;uipment or resour(es to perform a firstGhand in4estigation to identif" mi(robes in food or in water gather5 pro(ess and ana%"se information from se(ondar" sour(es to des(ribe wa"s in whi(h drin:ing water (an be treated and use a4ai%ab%e e4iden(e to e6p%ain how these methods redu(e the ris: of infe(tion from pathogens
-8
Students learn to31 "uring the second half of the nineteenth century/ the work of Pasteur and ,och and other scientists stimulated the search for microbes as causes of disease des(ribe the (ontribution of =asteur and Co(h to our understanding of infe(tious diseases distinguish between7 prions 4iruses ba(teria protoIoans fungi ma(roGparasites and name one e6amp%e of a disease (aused b" ea(h t"pe of pathogen identif" the ro%e of antibioti(s in the management of infe(tious disease
Students perform an in4estigation to mode% =asteur<s e6periment to identif" the ro%e of mi(robes in de(a" gather and pro(ess information to tra(e the histori(a% de4e%opment of our understanding of the (ause and pre4ention of ma%aria
identif" data sour(es5 gather pro(ess and ana%"se information from se(ondar" sour(es to des(ribe one named infe(tious disease in terms of its7 (ause transmission host response ma9or s"mptoms treatment pre4ention (ontro% pro(ess information from se(ondar" sour(es to dis(uss prob%ems re%ating to antibioti( resistan(e gather5 pro(ess and present information from se(ondar" sour(es to show how a named disease resu%ts from an imba%an(e of mi(rof%ora in humans
41 Often we recognise an infection by the symptoms it causes1 The immune response is not so obvious/ until we recover
identif" defen(e barriers to pre4ent entr" of pathogens in humans7 s:in mu(ous membranes (i%ia (hemi(a% barriers other bod" se(retions
identif" antigens as mo%e(u%es that trigger the immune response e6p%ain wh" organ transp%ants shou%d trigger an immune response identif" defen(e adaptations5 in(%uding7 inf%ammation response phago("tosis %"mph s"stem (e%% death to sea% off pathogen
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Students learn to81 6ac arlane =urnet9s work in the middle of the twentieth century contributed to a better understanding of the immune response and the effectiveness of immunisation programs identif" the (omponents of the immune response7 antibodies 3 (e%%s $ (e%%s des(ribe and e6p%ain the immune response in the human bod" in terms of7 intera(tion between $ and 3 %"mpho("tes the me(hanisms that a%%ow intera(tion between $ and 3 %"mpho("tes the range of 3 %"mpho("te t"pes and the differen(e in their ro%es out%ine the wa" in whi(h 4a((inations pre4ent infe(tion out%ine the reasons for the suppression of the immune response in organ transp%ant patients
Students pro(ess5 ana%"se and present information from se(ondar" sour(es to e4a%uate the effe(ti4eness of 4a((ination programs in pre4enting the spread and o((urren(e of on(e (ommon diseases5 in(%uding sma%%po65 diphtheria and po%io
>1 5pidemiological studies involve the collection and careful statistical analysis of large (uantities of data1 Such studies assist the causal identification of non'infectious diseases
identif" and des(ribe the main features of epidemio%og" using %ung (an(er as an e6amp%e identif" (auses of nonGinfe(tious disease using an e6amp%e from ea(h of the fo%%owing (ategories7 inherited diseases nutritiona% defi(ien(ies en4ironmenta% diseases
gather5 pro(ess and ana%"se information to identif" the (ause and effe(t re%ationship of smo:ing and %ung (an(er identif" data sour(es5 p%an and perform a firstGhand in4estigation or gather information from se(ondar" sour(es to ana%"se and present information about the o((urren(e5 s"mptoms5 (ause5 treatment&management of a named nonGinfe(tious disease
/0
Students learn to?1 )ncreased understanding has led to the development of a wide range of strategies to prevent and control disease dis(uss the ro%e of ;uarantine in pre4enting the spread of disease and p%ants and anima%s into Austra%ia or a(ross regions of Austra%ia e6p%ain how one of the fo%%owing strategies has (ontro%%ed and&or pre4ented disease7 pub%i( hea%th programs pesti(ides geneti( engineering to produ(e diseaseGresistant p%ants and anima%s
Students perform an in4estigation to e6amine p%ant shoots and %ea4es and gather firstGhand information of e4iden(e of pathogens and inse(t pests pro(ess and ana%"se information from se(ondar" sour(es to e4a%uate the effe(ti4eness of ;uarantine in pre4enting the spread of p%ant and anima% disease into Austra%ia or a(ross regions of Austra%ia gather and pro(ess information and use a4ai%ab%e e4iden(e to dis(uss the (hanging methods of dea%ing with p%ant and anima% diseases5 in(%uding the shift in emphasis from treatment and (ontro% to management or pre4ention of disease
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1'" $+tion 3 Communication

Contextual Outline Aumans are so(ia% anima%s and5 as su(h5 are in (onstant (ommuni(ation with others. !an" anima%s ha4e an e6tensi4e range of (ommuni(ation strategies that in(%ude both 4isua% and 4o(a% signa%s. Bearning these signa%s re%ies hea4i%" on the in4o%4ement of a%% the sensor" organs as we%% as the brain. 2hi%e the fu%% range of senses (an be in4o%4ed in (ommuni(ation5 the re%ati4e importan(e of ea(h of the senses differs from anima% to anima%. 3his modu%e fo(uses on the two senses that are important for man" 4ertebrate and in4ertebrate anima%s sight and hearing. Auman (u%tura% de4e%opment e6p%oded with the de4e%opment of spee(h and the (on(urrent in(reasing (omp%e6it" of (ommuni(ation. ?or some peop%e5 howe4er5 (ommuni(ation signa%s are not identified effe(ti4e%" be(ause of fau%ts in the sending5 re(ei4ing or de(iphering of some of the signa%s. 2ith in(reasing ad4an(es in te(hno%og"5 assistan(e for peop%e with diffi(u%ties in (ommuni(ating (ontinues to impro4e. 3his modu%e in(reases students< understanding of the histor"5 app%i(ations and uses of bio%og"5 the imp%i(ations of bio%og" for so(iet" and the en4ironment5 and (urrent issues5 resear(h and de4e%opments in bio%og".
Students learn to01 Humans/ and identif" the ro%e of re(eptors in other animals/ dete(ting stimu%i are able to detect a range of stimuli e6p%ain that the response to a stimu%us from the external in4o%4es7 environment/ stimu%us some of which re(eptor are useful for messenger communication effe(tor response 21 -isual communication involves the eye registering changes in the immediate environment des(ribe the anatom" and fun(tion of the human e"e5 in(%uding the7 (on9un(ti4a (ornea s(%era (horoid retina iris %ens a;ueous and 4itreous humor (i%iar" bod" opti( ner4e identif" the %imited range of wa4e%engths of the e%e(tromagneti( spe(trum dete(ted b" humans and (ompare this range with those of other 4ertebrates and in4ertebrates
Students identif" data sour(es5 gather and pro(ess information from se(ondar" sour(es to identif" the range of senses in4o%4ed in (ommuni(ation
p%an5 (hoose e;uipment or resour(es and perform a firstGhand in4estigation of a mamma%ian e"e to gather firstG hand data to re%ate stru(tures to fun(tions use a4ai%ab%e e4iden(e to suggest reasons for the differen(es in range of e%e(tromagneti( radiation dete(ted b" humans and other anima%s
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Students learn to31 The clarity of the signal transferred can affect interpretation of the intended visual communication identif" the (onditions under whi(h refra(tion of %ight o((urs identif" the (ornea5 a;ueous humor5 %ens and 4itreous humor as refra(ti4e media identif" a((ommodation as the fo(using on ob9e(ts at different distan(es5 des(ribe its a(hie4ement through the (hange in (ur4ature of the %ens and e6p%ain its importan(e (ompare the (hange in the refra(ti4e power of the %ens from rest to ma6imum a((ommodation distinguish between m"opia and h"peropia and out%ine how te(hno%ogies (an be used to (orre(t these (onditions. e6p%ain how the produ(tion of two different images of a 4iew (an resu%t in depth per(eption
Students p%an5 (hoose e;uipment or resour(es and perform a firstGhand in4estigation to mode% the pro(ess of a((ommodation b" passing ra"s of %ight through (on4e6 %enses of different fo(a% %engths ana%"se information from se(ondar" sour(es to des(ribe (hanges in the shape of the e"e<s %ens when fo(using on near and far ob9e(ts pro(ess and ana%"se information from se(ondar" sour(es to des(ribe (atara(ts and the te(hno%og" that (an be used to pre4ent b%indness from (atara(ts and dis(uss the imp%i(ations of this te(hno%og" for so(iet"
41 The light identif" photore(eptor (e%%s as those signal (ontaining %ight sensiti4e pigments and reaching the e6p%ain that these (e%%s (on4ert %ight retina is images into e%e(tro(hemi(a% signa%s transformed into that the brain (an interpret an electrical impulse des(ribe the differen(es in distribution5 stru(ture and fun(tion of the photore(eptor (e%%s in the human e"e out%ine the ro%e of rhodopsin in rods identif" that there are three t"pes of (ones5 ea(h (ontaining a separate pigment sensiti4e to either b%ue5 red or green %ight e6p%ain that (o%our b%indness in humans resu%ts from the %a(: of one or more of the (o%ourGsensiti4e pigments in the (ones
pro(ess and ana%"se information from se(ondar" sour(es to (ompare and des(ribe the nature and fun(tioning of photore(eptor (e%%s in mamma%s5 inse(ts and in one other anima% pro(ess and ana%"se information from se(ondar" sour(es to des(ribe and ana%"se the use of (o%our for (ommuni(ation in anima%s and re%ate this to the o((urren(e of (o%our 4ision in anima%s
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Students learn to81 Sound is also e6p%ain wh" sound is a usefu% and a very important 4ersati%e form of (ommuni(ation communication medium for e6p%ain that sound is produ(ed b" humans and 4ibrating ob9e(ts and that the other animals fre;uen(" of the sound is the same as the fre;uen(" of the 4ibration of the sour(e of the sound out%ine the stru(ture of the human %ar"n6 and the asso(iated stru(tures that assist the produ(tion of sound
Students p%an and perform a firstGhand in4estigation to gather data to identif" the re%ationship between wa4e%ength5 fre;uen(" and pit(h of a sound gather and pro(ess information from se(ondar" sour(es to out%ine and (ompare some of the stru(tures used b" anima%s other than humans to produ(e sound
>1 !nimals that produce vibrations also have organs to detect vibrations
out%ine and (ompare the dete(tion of 4ibrations b" inse(ts5 fish and mamma%s des(ribe the anatom" and fun(tion of the human ear5 in(%uding7 pinna t"mpani( membrane ear ossi(%es o4a% window round window (o(h%ea organ of 1orti auditor" ner4e
gather5 pro(ess and ana%"se information from se(ondar" sour(es on the stru(ture of a mamma%ian ear to re%ate stru(tures to fun(tions pro(ess information from se(ondar" sour(es to out%ine the range of fre;uen(ies dete(ted b" humans as sound and (ompare this range with two other mamma%s5 dis(ussing possib%e reasons for the differen(es identified pro(ess information from se(ondar" sour(es to e4a%uate a hearing aid and a (o(h%ear imp%ant in terms of7 the position and t"pe of energ" transfer o((urring (onditions under whi(h the te(hno%og" wi%% assist hearing %imitations of ea(h te(hno%og"
out%ine the ro%e of the Dusta(hian tube out%ine the path of a sound wa4e through the e6terna%5 midd%e and inner ear and identif" the energ" transformations that o((ur des(ribe the re%ationship between the distribution of hair (e%%s in the organ of 1orti and the dete(tion of sounds of different fre;uen(ies out%ine the ro%e of the sound shadow (ast b" the head in the %o(ation of sound
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Students learn to?1 Signals from the eye and ear are transmitted as electro' chemical changes in the membranes of the optic and auditory nerves identif" that a ner4e is a bund%e of neurona% fibres identif" neurones as ner4e (e%%s that are the transmitters of signa%s b" e%e(troG (hemi(a% (hanges in their membranes define the term Jthresho%d< and e6p%ain wh" not a%% stimu%i generate an a(tion potentia% identif" those areas of the (erebrum in4o%4ed in the per(eption and interpretation of %ight and sound e6p%ain5 using spe(ifi( e6amp%es5 the importan(e of (orre(t interpretation of sensor" signa%s b" the brain for the (oordination of anima% beha4iour
Students perform a firstGhand in4estigation using stained prepared s%ides and& or e%e(tron mi(rographs to gather information about the stru(ture of neurones and ner4es perform a firstGhand in4estigation to e6amine an appropriate mamma%ian brain or mode% of a human brain to gather information to distinguish the (erebrum5 (erebe%%um and medu%%a ob%ongata and %o(ate the regions in4o%4ed in spee(h5 sight and sound per(eption present information from se(ondar" sour(es to graphi(a%%" represent a t"pi(a% a(tion potentia%
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1'6 $+tion 3 Biotechnology

Contextual Outline $iote(hno%og" has been an identifiab%e part of human (u%ture for thousands of "earsH peop%e %earned to use "easts and other mi(roGorganisms to produ(e bread5 wine5 "oghurt5 (heeses and antibioti(s. $iote(hno%og" now refers to the pra(ti(a% app%i(ation of modern %aborator" te(hni;ues5 su(h as re(ombinant .NA te(hno%og"5 to support a wide range of human needs5 in(%uding food and medi(ines. App%i(ations of biote(hno%og" are (urrent%" being in4estigated in areas as di4erse as medi(ine5 marine a;ua(u%ture and forensi( s(ien(e. @n(reased :now%edge and understanding of biote(hno%ogi(a% pro(esses has promoted further app%i(ations of these pro(esses in bioremediation5 biosubstitution and the produ(tion of geneti(a%%" modified organisms (>!'s . A%% of these (an assist in the maintenan(e and prote(tion of natura% en4ironments as we%% as assisting humans. 3his modu%e in(reases students< understanding of the nature and pra(ti(e of bio%og" and the app%i(ations and uses of bio%og"5 imp%i(ations of bio%og" for so(iet" and the en4ironment5 and (urrent issues5 resear(h and de4e%opments in bio%og".
Students learn to01 The origins of biotechnology date back at least 0$ $$$ years des(ribe the origins of biote(hno%og" in ear%" so(ieties who (o%%e(ted seeds of wi%d p%ants and domesti(ated some spe(ies of wi%d anima%s e6p%ain wh" the (o%%e(tion of seeds and breeding of anima%s with desired (hara(teristi(s5 (ou%d be des(ribed as ear%" biote(hno%og" des(ribe the (hanges in one group of anima%s and one group of p%ants as a resu%t of artifi(ia% se%e(tion of (hara(teristi(s suitab%e for agri(u%tura% sto(:
Students use a4ai%ab%e e4iden(e to des(ribe the (hanges in a spe(ies of grain or anima% as a resu%t of domesti(ation and agri(u%tura% pro(esses pro(ess information to out%ine an an(ient Austra%ian Aborigina% use of biote(hno%og"
21 =iotechnology has come to be recognised as the use of living organisms to make or modify a product/ to improve plants or animals or to utilise micro' organisms for specific uses
out%ine the :e" e4ents that %ed to the use of biote(hno%ogi(a% pra(ti(es5 in(%uding7 "east in the manufa(ture of bread "east and fermentation for a%(oho% produ(tion the use of other mi(roGorganisms for the manufa(ture of "oghurt and (heeses
p%an5 (hoose e;uipment or resour(es5 perform a firstGhand in4estigation to demonstrate the use of fermentation pro(esses in bread or a%(oho% produ(tion
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Students learn to31 Classical biotechnology exploited knowledge of cell biochemistry to produce industrial fermentation procedures
Students-
des(ribe the gather and e6pansion of fermentation sin(e the pro(ess information from se(ondar" ear%" *8th (entur" to in(%ude the sour(es to7 produ(tion of se4era% organi( identif" and des(ribe a named (ompounds5 in(%uding g%"(ero%5 %a(ti( industria% fermentation pro(ess a(id5 (itri( a(id and "east biomass for identif" the mi(roGorganism used in ba:er<s "east the fermentation and the produ(ts of the fermentation des(ribe strain out%ine the use of the produ(t of the iso%ation methods de4e%oped in the fermentation pro(ess *9-0s use a4ai%ab%e e4iden(e to assess the impa(t of the use of the des(ribe5 fermentation produ(t on so(iet" at using a spe(ifi( e6amp%e5 the benefits the time of its introdu(tion of strain iso%ation methods used in biote(hno%og" in the 20th (entur" pro(ess and ana%"se information from se(ondar" identif" that sour(es to demonstrate how (hanges in de4e%opments in the *9/0s %ed to te(hno%og" and s(ientifi( :now%edge biotransformation te(hno%ogies that ha4e modified traditiona% uses of (ou%d produ(e re;uired organi( biote(hno%og"5 su(h as fermentation (ompounds su(h as (ortisone and se6 hormones
41 Cell chemistry is utilised in biotechnology
out%ine5 simp%"5 the steps in the s"nthesis of a protein in the (e%%5 in(%uding7 the differen(e between .NA and RNA the produ(tion of messenger RNA the ro%e of transfer RNA the formation of the po%"peptide (hain(s the formation of the protein from po%"peptide (hains
p%an and perform a firstGhand in4estigation to test the (onditions that inf%uen(e the rate of enI"me a(ti4it"
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Students learn to81 6odern biotechnology includes recombinant ":! technology des(ribe the three essentia%s of gene manipu%ation as7 (utting and 9oining .NA monitoring the (utting and 9oining transforming hosts5 su(h as ba(teria5 with the re(ombinant .NA des(ribe the fo%%owing re(ombinant .NA te(hni;ues used in biote(hno%og"5 in(%uding7 gene sp%i(ing using restri(tion enI"mes and %igases to produ(e re(ombinant .NA po%"merase (hain rea(tion to amp%if" or modif" .NA se;uen(es use of .NA 4e(tors and mi(roin9e(tion for (arr"ing genes into nu(%ear .NA in the produ(tion of transgeni( mu%ti(e%%u%ar organisms
Students perform a firstGhand in4estigation to e6tra(t and identif" .NA from a suitab%e sour(e pro(ess information to produ(e a f%ow (hart on the se;uen(e of e4ents that resu%t in the formation of re(ombinant .NA gather and ana%"se information to out%ine the purpose of a (urrent app%i(ation of transgeni( te(hno%og"5 naming the organism and gene transfer te(hni;ue in4o%4ed pro(ess and ana%"se se(ondar" information to identif" that (omp%ementar" .NA is produ(ed b" re4erse trans(ribing RNA or the po%"merase (hain rea(tion
>1 There are many applications and areas of research in biotechnology
out%ine one wa" that forensi( identif" data sour(es5 gather5 s(ientists (an use .NA ana%"sis to he%p ana%"se and pro(ess information to so%4e (ases present one (ase stud" on the app%i(ation of biote(hno%og" in ea(h des(ribe one e6amp%e from the of the fo%%owing7 fo%%owing app%i(ations of medi(ine biote(hno%og" in medi(ine7 anima% biote(hno%og" tissue engineering using s:in a;ua(u%ture transp%antation as an e6amp%e these (ase studies shou%d7 gene de%i4er" b" nasa% spra"s gi4e detai%s of the pro(ess used produ(tion of a s"ntheti( hormone5 identif" the organism or tissue su(h as insu%in in4o%4ed des(ribe the out(ome of the des(ribe one e6amp%e from biote(hno%ogi(a% pro(ess the fo%%owing app%i(ations of anima% or e4a%uate the effi(ien(" of the p%ant biote(hno%og"7 pro(ess and dis(uss ad4antages the produ(tion of mono(%ona% and disad4antages asso(iated with antibodies either the produ(t or the pro(ess re(ombinant 4a((ines to (ombat 4iru%ent anima% diseases des(ribe one e6amp%e from the fo%%owing app%i(ations of a;ua(u%ture7 the produ(tion of a pharma(euti(a% from a%ga the farming of a marine anima%
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Students learn to?1 5thical issues relevant to the use of biotechnology are important and need to be considered e6p%ain wh" different groups in so(iet" ma" ha4e different 4iews about the use of .NA te(hno%og" identif" and e4a%uate ethi(a% issues re%ated to one of the fo%%owing7 de4e%opment of geneti(a%%" modified organisms (>!'s anima% (%oning gene (%oning
Students8 use a4ai%ab%e e4iden(e to identif" and dis(uss ethi(a% and so(ia% issues asso(iated with the use of biote(hno%og"
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1') $+tion 3 4enetics- The Code Bro.en5

Contextual Outline ,(ien(e has (ome a %ong wa" sin(e !ende%<s important wor: on identif"ing the transmission of inherited fa(tors a(ross generations. 3he (ode for transmitting this geneti( information has been identified and mode%s ha4e been de4e%oped to e6p%ain gene fun(tioning. 3rans(ription of the information into fun(tiona% proteins is now we%% understood and mode%s are being de4e%oped to test how genes dire(t the stru(ture5 fun(tion and de4e%opment of an organism. !odern geneti(s is mo4ing towards an in(reased understanding of the bio(hemi(a% ro%e of indi4idua% genes. 3his is being enhan(ed b" the Auman >enome =ro9e(t that has se;uen(ed the entire human genome to identif" a%% the en(oded genes. 3his modu%e in(reases students< understanding of the nature5 pra(ti(e5 app%i(ations and uses of bio%og"5 the imp%i(ations of bio%og" for so(iet" and the en4ironment5 and (urrent issues5 resear(h and de4e%opments in bio%og".
Students learn to01 The structure of a gene provides the code for a polypeptide des(ribe the pro(esses in4o%4ed in the transfer of information from .NA through RNA to the produ(tion of a se;uen(e of amino a(ids in a po%"peptide
Students (hoose e;uipment or resour(es to perform a firstGhand in4estigation to (onstru(t a mode% of .NA pro(ess information from se(ondar" data to out%ine the (urrent understanding of gene e6pression
21 6ultiple alleles and polygenic inheritance provide further variability within a trait
gi4e e6amp%es of (hara(teristi(s determined b" mu%tip%e a%%e%es in an organism other than humans (ompare the inheritan(e of the A$' and Rhesus b%ood groups define what is meant b" po%"geni( inheritan(e and des(ribe one e6amp%e of po%"geni( inheritan(e in humans or another organism. out%ine the use of high%" 4ariab%e genes for .NA fingerprinting of forensi( samp%es5 for paternit" testing and for determining the pedigree of anima%s
so%4e prob%ems to predi(t the inheritan(e patterns of A$' b%ood groups and the Rhesus fa(tor pro(ess information from se(ondar" sour(es to identif" and des(ribe one e6amp%e of po%"geni( inheritan(e
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Students learn to31 Studies of offspring reflect the inheritance of genes on different chromosomes and genes on the same chromosomes use the terms Jdip%oid< and Jhap%oid< to des(ribe somati( and gameti( (e%%s des(ribe out(omes of dih"brid (rosses in4o%4ing simp%e dominan(e using !ende%<s e6p%anations predi(t the differen(e in inheritan(e patterns if two genes are %in:ed e6p%ain how (rossGbreeding e6periments (an identif" the re%ati4e position of %in:ed genes dis(uss the ro%e of (hromosome mapping in identif"ing re%ationships between spe(ies
Students pro(ess information from se(ondar" sour(es to ana%"se the out(ome of dih"brid (rosses when both traits are inherited independent%" and when the" are %in:ed perform a firstGhand in4estigation to mode% %in:age
41 The Human dis(uss the benefits of the 7enome Pro+ect is Auman >enome =ro9e(t attempting to identify the des(ribe and e6p%ain the position of genes %imitations of data obtained from the on chromosomes Auman >enome =ro9e(t through whole genome se(uencing out%ine the pro(edure to produ(e re(ombinant .NA e6p%ain how the use of re(ombinant .NA te(hno%og" (an identif" the position of a gene on a (hromosome
pro(ess information from se(ondar" sour(es to assess the reasons wh" the Auman >enome =ro9e(t (ou%d not be a(hie4ed b" stud"ing %in:age maps
81 7ene therapy is possible once the genes responsible for harmful conditions are identified
des(ribe (urrent use of gene therap" for an identified disease
pro(ess and ana%"se information from se(ondar" sour(es to identif" a (urrent use of gene therap" to manage a geneti( disease5 a named form of (an(er or A@.,
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Students learn to>1 6echanisms of genetic change distinguish between mutations of (hromosomes5 in(%uding rearrangements (hanges in (hromosome number5 in(%uding trisom"5 and po%"p%oid" and mutations of genes5 in(%uding base substitution frameshift out%ine the abi%it" of .NA to repair itse%f des(ribe the wa" in whi(h transposab%e geneti( e%ements operate and dis(uss their impa(t on the genome distinguish between germ %ine and somati( mutations in terms of their effe(t on spe(ies
Students pro(ess and ana%"se information from se(ondar" sour(es to des(ribe the effe(t of one named and des(ribed geneti( mutation on human hea%th
?1 Selective breeding is different to gene cloning but both processes may change the genetic nature of species
e6p%ain5 using an appropriate e6amp%e from agri(u%ture5 wh" se%e(ti4e breeding has been pra(tised des(ribe what is meant b" Jgene (%oning< and gi4e e6amp%es of the uses of gene (%oning distinguish between gene (%oning and who%e organism (%oning in terms of the pro(esses and produ(ts dis(uss a use of (%oning in anima%s or p%ants that has possib%e benefits to humans
ana%"se and present information from se(ondar" sour(es to tra(e the histor" of the se%e(ti4e breeding of one spe(ies for agri(u%tura% purposes and use a4ai%ab%e e4iden(e to des(ribe the series of (hanges that ha4e o((urred in the spe(ies as a resu%t of this se%e(ti4e breeding identif" data sour(es5 (hoose e;uipment or resour(es5 gather5 pro(ess and ana%"se information from se(ondar" sour(es to des(ribe the pro(esses used in the (%oning of an anima% and ana%"se the methodo%og" to identif" wa"s in whi(h s(ientists (ou%d 4erif" that the anima% produ(ed was a (%one
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Students learn to#1 The timing of gene expression is important in the developmental process identif" the ro%e of genes in embr"oni( de4e%opment summarise the ro%e of gene (as(ades determining %imb formation in birds and mamma%s des(ribe the e4iden(e whi(h indi(ates the presen(e of an(estra% 4ertebrate gene homo%ogues in %ower anima% (%asses dis(uss the e4iden(e a4ai%ab%e from (urrent resear(h about the e4o%ution of genes and their a(tions
Students identif" data sour(es5 gather5 pro(ess and ana%"se information from se(ondar" sour(es and use a4ai%ab%e e4iden(e to assess the e4iden(e that ana%"sis of genes pro4ides for e4o%utionar" re%ationships
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1', $+tion 3 The Human Story

Contextual Outline Aumans are a spe(ies of primate and share the (hara(teristi(s of this group of anima%s. An e6amination of the (%assifi(ation (riteria used to separate groups of organisms with a parti(u%ar emphasis on the distinguishing (hara(teristi(s of humans5 other mamma%s and primates5 pro4ides some e4iden(e to support e4o%utionar" re%ationships. 3ra(ing the e4o%ution of humans in detai% a%%ows in(reased in4estigation of the arbitrar" nature of (%assifi(ation and the reasons wh" s(ientists ma" differ in their interpretation of e4iden(e. 3he nature of s(ien(e and ro%e of te(hno%og" in ana%"sing these interpretations are further e4a%uated in the arena of human e4o%ution. Aumans ha4e ta:en a 4er" different path in their re(ent e4o%ution as the ongoing de4e%opment of (u%ture has restri(ted and redire(ted the ro%e of natura% se%e(tion as a too% for guiding the e4o%ution of a spe(ies. 3he po%"morphi( nature of the human spe(ies is (onsidered in %ight of our distribution on Darth and the different en4ironments that we o((up". 3his modu%e in(reases students< understanding of the histor"5 nature5 pra(ti(e5 app%i(ations and uses of bio%og"5 and (urrent issues5 resear(h and de4e%opments in bio%og".
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Students learn to01 Humans have characteristics that can be used to classify them with other organisms out%ine the genera% (%assifi(ation hierar(h" from ph"%um to spe(ies define the term spe(ies and out%ine (riteria used to identif" a spe(ies (%assif" humans as7 mamma% primate hominid hominin out%ine features that
Students identif" data sour(es5 gather5 pro(ess and ana%"se information from se(ondar" sour(es to i%%ustrate the (%assifi(ation pro(ess b" identif"ing features of humans that (%assifies them as7 Anima% 1hordate !amma% =rimate Aominid Homo Homo sapiens pro(ess information to summarise and ana%"se the simi%arities and differen(es between prosimians5 mon:e"s5 apes and humans
dis(uss the use of the terms hominin and hominid in terms of the arbitrar" nature of (%assifi(ation s"stems
des(ribe primate ana%"se information and use (hara(teristi(s5 in(%uding7 a4ai%ab%e e4iden(e to identif" hand&foot stru(ture and fun(tion5 te(hno%ogi(a% ad4an(es and in(%uding opposab%e thumb or toe resu%ting new information that s:u%% shape and fun(tion ha4e (hanged s(ientists< opinions brain siIe re%ati4e to bod" siIe about the (%assifi(ation of primates arrangement of the 4ertebra% (o%umn to the degree of upright stan(e 4ision5 in(%uding degree of stereos(opi( 4ision5 (o%our 4ision reprodu(ti4e features5 in(%uding sing%e %i4e "oung and re%ati4e%" %ong gestation parenting and group bonding des(ribe primate (hara(teristi(s in7 prosimians new and o%d wor%d mon:e"s apes humans
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Students learn to21 ossil and other biological evidence assists in the clarification of the relationships between humans and other primates out%ine the (onditions under whi(h fossi%s ma" form re%ate the age of the Darth to the wa" in whi(h geo%ogi(a% time is des(ribed distinguish between and des(ribe some re%ati4e and abso%ute te(hni;ues used for dating fossi%s des(ribe re%ati4e dating te(hni;ues using fossi% se;uen(e in strata dis(uss the diffi(u%t" of interpreting the past from the fossi% re(ord a%one5 in(%uding7 (onf%i(ting dates based on different te(hno%ogies the pau(it" of the fossi% re(ord different interpretations of the same e4iden(e (ompare %i4ing primates to h"pothesise about re%ationships between groups of primates using e4iden(e from7 :ar"ot"pe ana%"sis .NA.NA h"bridisation (omparison of haemog%obins .NA se;uen(ing mito(hondria% .NA as a mo%e(u%ar (%o(:
Students pro(ess and ana%"se information from se(ondar" sour(es to mode% :ar"ot"pe ana%"sis pro(ess information from se(ondar" sour(es to mode% .NA .NA h"bridisation in order to demonstrate its use in determining re%ationships between organisms identif" data sour(es5 gather5 pro(ess and present information from se(ondar" sour(es about the materna% inheritan(e of mito(hondria% .NA and its importan(e in tra(ing human e4o%ution
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Students learn to31 "ebate continues on the relationships between hominid species e6amine at %east two a%ternati4e 4iews of human e4o%utionar" re%ationships using the same fossi% e4iden(e5 in(%uding7 Ardipit ecus ramidus 4Australopit ecus ramidus5 2 Australopit ecus afarensis 2 6arant ropus robustus 4Australopit ecus robustus5 2 6arant ropus boisei 4Australopit ecus boisei5 2 Australopit ecus africanus 2 Homo abilis 2 Homo ergaster 2 Homo erectus 2 Homo eidelbergensis 2 Homo neandert alensis 2 Homo sapiens (ompare the abo4e spe(ies5 in(%uding (omparisons of7 bod" stru(ture (rania% (apa(it" fossi% ages and regiona% %o(ations inferred (u%ture out%ine and e6amine the e4iden(e for the pattern of human migration and e4o%ution based on7 the J'ut of Afri(a< mode% the theor" of regiona% (ontinuit" (mu%tiGregiona% h"pothesis
Students gather5 pro(ess5 present and ana%"se information to pro4ide an o4er4iew of the simi%arities and differen(es of an" two spe(ies used in tra(ing human e4o%utionar" re%ationships pro(ess se(ondar" information and use a4ai%ab%e e4iden(e to assess the (ontribution of one of the fo%%owing to our in(reased understanding of human e4o%ution7 the Bea:e" fami%" Johanson $room 3obias .art >ooda%% gather and pro(ess information from se(ondar" sour(es to ana%"se and e4a%uate the e4iden(e for two different mode%s of human e4o%ution
41 How humans have adapted to their environment
out%ine the me(hanisms that %ed to human di4ersit" e6p%ain the differen(es between po%"morphism and (%ina% gradation using at %east one appropriate e6amp%e from human phenot"pes
gather and pro(ess information from se(ondar" sour(es to des(ribe two e6amp%es of po%"morphism in humans and ana%"se the e4o%utionar" signifi(an(e of the phenot"pes disp%a"ed
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Students learn to81 Cultural development has been a significant feature of human evolution des(ribe the (u%tura% (hanges that o((urred as humans de4e%oped into effi(ient hunters in organised (ooperati4e groups dis(uss possib%e impa(ts of this (u%tura% de4e%opment
Students pro(ess and ana%"se information from se(ondar" sour(es to (ompare humans with other primates in terms of7 (are of "oung %ength of 9u4eni%e stage de4e%opment of5 and siIe of5 so(ia% groups the de4e%opment and use of too%s (ommuni(ation s"stems and assess the e4o%utionar" signifi(an(e of the simi%arities and differen(es identified gather5 pro(ess5 present and ana%"se information from se(ondar" sour(es to a((ount for (hanges in human popu%ation numbers in the %ast *0 000 "ears and to dis(uss the potentia% impa(t of named e6amp%es of modern te(hno%ogies on future human popu%ations pro(ess information from se(ondar" sour(es to out%ine the purpose of the Auman >enome =ro9e(t and brief%" dis(uss its imp%i(ations
>1 Current and future trends in biological evolution and cultural development
ana%"se the possib%e effe(ts on human e4o%ution of the fo%%owing fa(tors7 in(reased popu%ation mobi%it" modern medi(ine geneti( engineering
+8
1'1 $+tion 3 Biochemistry

Contextual Outline D6amining a dead organism te%%s bio%ogists a %itt%e about its stru(ture and 4er" %itt%e about its fun(tion. 3he great (ha%%enge to bio%ogists has been to identif" and des(ribe not on%" the stru(ture and fun(tion of %i4ing organisms but to des(ribe how their metabo%ism wor:s. @t has been diffi(u%t for the bio%ogist to fu%%" understand (e%% fun(tion in parti(u%ar5 be(ause mi(roana%"sis of %i4ing tissue has ne4er been eas". 2hen bio%ogists ha4e te(hno%ogies at their disposa% to wat(h inta(t stru(tures operating5 the (omp%ete stor" wi%% be to%d. 3he histor" of photos"nthesis te%%s the stor" of the progression of :now%edge that fo%%ows (%ose%" the impro4ements in te(hno%og" that a%%owed new strategies to be imp%emented for the stud" of %i4ing materia%s. 3his modu%e in(reases students< understanding of the histor"5 nature5 pra(ti(e5 app%i(ations and uses of bio%og".
Students learn to01 Photosynthesis is one of the most important biochemical reactions that can be studied dis(uss reasons for stud"ing photos"nthesis5 in(%uding7 its produ(tion of food resour(es and the need to in(rease (rop "ie%ds understanding of photos"nthesis ma" %ead to better methods of har4esting so%ar energ" photos"nthesis (an pro4ide raw materia%s for a range of human needs the importan(e of the ro%e of photos"nthesis in redu(ing (arbon dio6ide %e4e%s in the atmosphere the importan(e of generating o6"gen Students gather5 pro(ess and summarise information from se(ondar" sour(es to identif" the produ(ts of photos"nthesis and des(ribe the fun(tion of these (ompounds in %i4ing organisms ana%"se information from se(ondar" sour(es to dis(uss and e4a%uate the potentia% uses of photos"nthesis in rep%a(ing at %east three named materia%s present%" obtained from other nonG renewab%e resour(es
+9
Students learn to21 The notion that plants obtain nourishment from water/ light and air took nearly two centuries to evolve out%ine the progress that o((urred in the *#th and *8th (enturies towards understanding p%ant growth b" identif"ing7 the obser4ation of 4an Ae%mont that soi% was not primari%" responsib%e for a p%ants (hange in mass as it grew ,tephen Aa%es< proposa% that p%ants e6tra(t some of their matter from air the wor: of =riest%e" in identif"ing that p%ants (ou%d Jrestore the air< used b" a (and%e and his subse;uent dis(o4er" of o6"gen @ngenGAousI<s demonstration of the importan(e of sun%ight for o6"gen produ(tion b" p%ants ,enebier<s demonstration of the use of (arbon dio6ide during photos"nthesis ,aussure<s (on(%usion that water was a%so ne(essar" for photos"nthesis e6p%ain that5 bui%ding on the e4iden(e from ear%ier in4estigations5 !a"er (on(%uded that p%ants (on4ert %ight energ" to (hemi(a% energ" identif" that $%a(:man and !athge% h"pothesised that photos"nthesis was a twoGstep pro(ess
Students identif" data sour(es5 (hoose e;uipment or resour(es to p%an and perform a firstGhand in4estigation that (ou%d test the obser4ations of one of7 4an Ae%mont Aa%es =riest%e" @ngenGAousI ,enebier ,aussure gather and pro(ess information from se(ondar" sour(es to identif" and des(ribe one e6amp%e of a modern te(hno%og" other than mi(ros(op" not a4ai%ab%e to the abo4e peop%e that wou%d ha4e assisted them in their in4estigations pro(ess information from se(ondar" sour(es to identif" obser4ations and (on(%usions from the obser4ations that %ed to the h"pothesis of $%a(:man and !athge%
#0
Students learn to31 Chloroplasts were proposed as the site of photosynthesis in the late 0@th century e6p%ain that ,a(hs pro4ed that (h%oroph"%% is %o(ated in spe(ia% bodies within p%ant (e%%s and re%ate his finding to the site where g%u(ose is made des(ribe homogenisation as a pro(ess that brea:s up (e%%s and a%%ows stud" of (e%% fra(tions5 suspensions and so%utions out%ine the ro%e of (entrifugation in remo4ing (e%% debris and sedimenting (e%% organe%%es5 su(h as (h%orop%asts out%ine the dis(o4eries of Dng%emann and e6p%ain wh" Dng%emann<s wor: %ed to the des(ription of the a(tion spe(trum of photos"nthesis e6p%ain how the ro%e of pigments5 other than (h%oroph"%%5 in photos"nthesis was inferred
Students identif" data sour(es5 p%an and (hoose e;uipment or resour(es to perform a firstGhand in4estigation to gather data to determine the effe(t of %ight intensit" and temperature on gas produ(tion in a suitab%e pond weed gather information from se(ondar" sour(es to produ(e a timeG%ine indi(ating impro4ements in mi(ros(op" that wou%d ha4e assisted Dng%emann in his wor: with ,pirog"ra pro(ess information from se(ondar" sour(es to out%ine the importan(e of 3swett<s in4ention of (hromatograph" for the separation of %eaf pigments perform a firstGhand in4estigation to7 e6tra(t the mi6ture of pigments from %ea4es e6amine the absorption spe(trum of these pigments separate the pigments using (hromatograph"
#*
Students learn to41 =y the middle of the 2$th century/ a description of the light dependent reaction was developing des(ribe and dis(uss the importan(e of )an Nie%<s h"pothesis that water was the sour(e of o6"gen gi4en out in photos"nthesis out%ine the (%assi( e6periments of Dmerson and Arno%d and their interpretation b" >affron and 2ah% that %ed to the h"pothesis of a photos"ntheti( unit (onsisting of (h%oroph"%% and photoenI"me mo%e(u%es identif" the %ight dependent rea(tion as that whi(h traps %ight energ" and (o4erts it to (hemi(a% energ" stored in A3= identif" the ro%e of (h%oroph"%%s in the %ight rea(tions e6p%ain the signifi(an(e of the differen(e in fun(tion of photos"stems @ and @@ identif" the ro%e of the (oenI"mes A.= and NA.= in the %ight rea(tions
Students present information that des(ribes the repetiti4e f%ash te(hni;ue first used b" Dmerson and 2ah% and a((ount for its subse;uent importan(e in the stud" of photos"nthesis gather and pro(ess information from se(ondar" sour(es to tra(e the %ight dependent rea(tion of photos"nthesis on a suitab%e bio(hemi(a% pathwa"s f%ow (hart
81 The use of isotopes made the tracing of biochemical reactions much easier
e6p%ain wh" the tra(:ing of bio(hemi(a% rea(tions is diffi(u%t identif" that isotopes of some e%ements ma" be unstab%e and emit radiation define what is meant b" the ha%fG%ife of an isotope and e6p%ain how this wou%d affe(t its use in bio(hemistr" out%ine the e4iden(e pro4ided b"7 Ai%% and ,(arisbru(: Ruben to (onfirm that the o6"gen re%eased b" photos"nthesis originated from water
gather and pro(ess information from se(ondar" sour(es to out%ine the range of isotopes that ha4e been usefu% in stud"ing photos"nthesis and e6p%ain how radioa(ti4e tra(ers (an be in(orporated into p%ants to fo%%ow a bio(hemi(a% pathwa"5 su(h as photos"nthesis
#2
Students learn to>1 The discovery of C04 in the mid'2$th century allowed a detailed study of the role of carbon dioxide in photosynthesis identif" that Camen and Ruben dis(o4ered 1*- and demonstrated that radioa(ti4e (arbon dio6ide (ou%d be used to in4estigate the (hemi(a% transformations of (arbon dio6ide during photos"nthesis in *9-0 des(ribe the e6periments5 using paper (hromatograph"5 that 1a%4in (arried out to dedu(e the produ(ts of photos"nthesis out%ine the main steps of the 1a%4in ("(%e as7 the produ(tion of phosphog%"(erate from the (ombining of (arbon dio6ide with an a((eptor mo%e(u%e the redu(tion of phosphog%"(erate into g%"(era%deh"de phosphate in two rea(tions that use A3= and NA.=A produ(ed in the %ight rea(tions the regeneration of the initia% (arbon dio6ide a((eptor e6p%ain wh" the 1a%4in ("(%e is now (a%%ed the %ight independent stage of photos"nthesis ?1 !TP is the energy source of every living cell identif" that adenosine triphosphate is used as an energ" sour(e for near%" a%% (e%%u%ar metabo%i( pro(esses e6p%ain that the bio%ogi(a%%" important part of the mo%e(u%e (ontains three phosphate groups %in:ed b" high energ" phosphodiester bonds out%ine the dis(o4er" of A3= s"nthesis in the mid 20th (entur" in terms of7 the dis(o4er" of photophosphor"%ation in (h%orop%asts of p%ants the dis(o4er" that A3= s"nthesis in4o%4es an e%e(tron transfer rea(tion o((urring a(ross a membrane
Students gather and pro(ess information to use a bio(hemi(a% pathwa"s (hart to tra(e the steps in the 1a%4in ("(%e
gather and pro(ess information from a diagram or mode% of the stru(ture of the adenosine triphosphate mo%e(u%e to dis(uss the nature and organisation of the phosphodiester bonds between the phosphate groups
#3
Students learn to#1 The development of the electron microscope in increasingly sophisticated forms has increased understanding of chloroplast structure des(ribe the stru(ture of a (h%orop%ast as seen under a transmission e%e(tron mi(ros(ope identif" the a4erage siIe of a (h%orop%ast and des(ribe the range of siIes obser4ed a(ross spe(ies des(ribe the th"%a:oids as f%attened5 ho%%ow dis(s with (h%oroph"%% disso%4ed in the %ipid %a"ers of the membrane des(ribe the stroma as matri6 %"ing within the inner membrane (ontaining .NA5 ribosomes5 %ipid drop%ets and star(h granu%es
Students gather and present information from se(ondar" sour(es5 in(%uding e%e(tron mi(rographs to7 draw and %abe% the stru(ture of a (h%orop%ast (ompare the siIe5 shape and distribution of (h%orop%asts in a named a%ga5 terrestria% angiosperm and a;uati( angiosperm gather and pro(ess information from se(ondar" sour(es to identif" and e6p%ain the %o(ation of the sites of %ight absorption and the site of the 1a%4in ("(%e
#-
16 Course Re7uirements
?or the =re%iminar" (ourse7 8 *20 indi(ati4e hours are re;uired to (omp%ete the (ourse 8 the (ontent in ea(h modu%e must be addressed o4er the (ourse 8 e6perien(es o4er the (ourse must (o4er the s(ope of ea(h s:i%% as des(ribed in ,e(tion 8.* 8 pra(ti(a% e6perien(es shou%d o((up" a minimum of -/ indi(ati4e hours of (ourse time 8 at %east one openGended in4estigation integrating s:i%% and :now%edge out(omes must be in(%uded in the (ourse. ?or the A,1 (ourse7 8 the =re%iminar" (ourse is a prere;uisite 8 *20 indi(ati4e hours are re;uired to (omp%ete the (ourse 8 the (ontent in ea(h modu%e of the (ore and one option must be addressed o4er the (ourse 8 e6perien(es o4er the (ourse must (o4er the s(ope of ea(h s:i%% as des(ribed in ,e(tion 9.* 8 pra(ti(a% e6perien(es shou%d o((up" a minimum of 3/ indi(ati4e hours of (ourse time 8 at %east one openGended in4estigation integrating s:i%% and :now%edge out(omes must be in(%uded in the (ourse.
#/
11 Post8school $++ortunities
3he stud" of $io%og" ,tage + pro4ides students with :now%edge5 understanding and s:i%%s that form a 4a%uab%e foundation for a range of (ourses at uni4ersit" and other tertiar" institutions. @n addition5 the stud" of $io%og" ,tage + assists students to prepare for emp%o"ment and fu%% and a(ti4e parti(ipation as (itiIens. @n parti(u%ar5 there are opportunities for students to gain re(ognition in 4o(ationa% edu(ation and training. 3ea(hers and students shou%d be aware of these opportunities.
*ecognition of Student !chievement in -ocational 5ducation and Training A-5TB

2here4er appropriate5 the s:i%%s and :now%edge a(;uired b" students in their stud" of A,1 (ourses shou%d be re(ognised b" industr" and training organisations. Re(ognition of student a(hie4ement means that students who ha4e satisfa(tori%" (omp%eted A,1 (ourses wi%% not be re;uired to repeat their %earning in (ourses in 3A?D N,2 or other Registered 3raining 'rganisations (R3's . Registered 3raining 'rganisations5 su(h as 3A?D N,25 pro4ide industr" training and issue ;ua%ifi(ations within the Austra%ian Kua%ifi(ations ?ramewor: (AK? . 3he degree of re(ognition a4ai%ab%e to students in ea(h sub9e(t is based on the simi%arit" of out(omes between A,1 (ourses and industr" training pa(:ages endorsed within the AK?. 3raining pa(:ages are do(uments that %in: an industr"<s (ompeten(" standards to AK? ;ua%ifi(ations. !ore information about industr" training pa(:ages (an be found on the Nationa% 3raining @nformation ,er4i(e (N3@, website (www.ntis.go4.au . *ecognition by T! 5 :S; 3A?D N,2 (ondu(ts (ourses in a wide range of industr" areas5 as out%ined ea(h "ear in the 3A?D N,2 Aandboo:. Under (urrent arrangements5 the re(ognition a4ai%ab%e to students of $io%og" in re%e4ant (ourses (ondu(ted b" 3A?D is des(ribed in the A,1&3A?D 1redit 3ransfer >uide. 3his guide is produ(ed b" the $oard of ,tudies and 3A?D N,2 and is distributed annua%%" to a%% s(hoo%s and (o%%eges. 3ea(hers shou%d refer to this guide and be aware of the re(ognition a4ai%ab%e to their students through the stud" of $io%og" ,tage +. 3his information (an be found on the A,1 & 3A?D 1redit 3ransfer website (www.det.nsw.edu.au&hs(tafe . *ecognition by other *egistered Training Organisations ,tudents ma" a%so negotiate re(ognition into a training pa(:age ;ua%ifi(ation with another R3'. Da(h student wi%% need to pro4ide the R3' with e4iden(e of satisfa(tor" a(hie4ement in $io%og" ,tage + so that the degree of re(ognition a4ai%ab%e (an be determined.
#+
12 #ssessment and Re+orting

Ad4i(e on appropriate assessment pra(ti(e in re%ation to the $io%og" s"%%abus is (ontained in Assessment and )eporting in Biology Stage 6. 3hat do(ument pro4ides genera% ad4i(e on assessment in ,tage + as we%% as the spe(ifi( re;uirements for the =re%iminar" and A,1 (ourses. 3he do(ument (ontains7 suggested (omponents and weightings for the interna% assessment of the =re%iminar" (ourse mandator" (omponents and weightings for the interna% assessment of the A,1 (ourse the A,1 e6amination spe(ifi(ations5 whi(h des(ribe the format of the e6terna% A,1 e6amination. 3he do(ument and other resour(es and ad4i(e re%ated to assessment in ,tage + $io%og" are a4ai%ab%e on the $oard<s website at www.boardofstudies.nsw.edu.au&s"%%abusLhs(
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13 #++endi9
3he fo%%owing information (%arifies termino%og" used in the s"%%abus.
A%%e%opath" 3he produ(tion of spe(ifi( biomo%e(u%es b" one p%ant that (an be detrimenta% to5 or gi4e benefit to5 another p%ant. 3his (on(ept suggests that biomo%e(u%es (a%%e%o(hemi(a%s produ(ed b" a p%ant es(ape into the en4ironment and subse;uent%" inf%uen(e the growth and de4e%opment of other neighbouring p%ants. Ar(haea are mi(ros(opi(5 sing%eG(e%%ed organisms. 3he" ha4e no membraneG bound organe%%es within their (e%%s. 3he" differ from both eu:ar"otes and ba(teria in that their membrane %ipids are etherG%in:ed not esterG%in:ed and in that the" are (apab%e of methanogenesis. A%though man" boo:s and arti(%es sti%% refer to them as JAr(haeba(teria<5 that term has been abandoned be(ause the" arenMt ba(teria. !aintenan(e of metabo%i( and ph"sio%ogi(a% fun(tions (as distin(t from states 5 in response to 4ariations in the en4ironment. ,in(e the head wi%% absorb high fre;uen(ies more easi%" than %ow ones5 it wi%% (reate a sound shadow for the ear farthest awa" from the sound sour(e5 and therefore the phenomenon p%a"s a ro%e in sound %o(a%iIation.
Ar(haea
Dnantiostasis sound shadow
#8

Biology St6 Syl From2010

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Biology

Amended October 2002

Biology Stage 6 Syllabus

1 The Higher School Certificate Program of Study

Biology Stage 6 Syllabus

2 Rationale for Biology in the Stage 6 Curriculum

Biology Stage 6 Syllabus

3 Continuum of Learning for Biology Stage 6 Students

Stages 1 3 Science and Technology

Stage 6 Biology reliminary

Stage 6 Science Life Skills

Stage 6 'ocational &ducation and Training

Stage 6 Biology !S"

Stage 6 Senior Science !S"

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

6'1 Preliminary Course

Biology Stage 6 Syllabus

6'2 HSC Course

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Content of each module

set within a background of ongoing assessment aimed at assisting students to lear n

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

6'! $ther Considerations

Biology Stage 6 Syllabus

) $b%ecti&es and $utcomes

2 the nature and pra(ti(e of bio%og"

3 app%i(ations and uses of bio%og"

9 me(hanisms of inheritan(e *0 bio%ogi(a% e4o%ution

=*0 identifies and des(ribes the e4iden(e for e4o%ution

Biology Stage 6 Syllabus

*3 (ommuni(ating information and understanding

Biology Stage 6 Syllabus

)'2 *ey Com+etencies

Biology Stage 6 Syllabus

, Content- Biology Stage 6 Preliminary Course

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

=*- draws 4a%id (on(%usions from gathered data and information

=*/ imp%ements strategies to wor: effe(ti4e%" as an indi4idua% or as a member of a team

Biology Stage 6 Syllabus

,'2 # Local /cosystem

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

,'3 Patterns in 0ature

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

,'! Life on /arth

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

,'" /&olution of #ustralian Biota

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

Biology Stage 6 Syllabus

1 Content- Biology Stage 6 HSC Course