Introduction
Rationale
Learning area structure
Course structure
Teaching and learning
- Syllabus objectives
- Underpinning factors
- Aboriginal perspectives and Torres Strait Islander perspectives
- Pedagogical and conceptual frameworks
- Subject matter
21st century skills — the attributes and skills graduates need to prepare them for higher education, work and engagement in a complex and rapidly changing world. This expectation can be seen, for example, in the inclusion of the mandatory internship, graduate experiment and research study. It is the teacher's prerogative to determine how the science inquiry skills are to be developed.
Assessment — general information
Formative assessments — Units 1 and 2
Summative assessments — Units 3 and 4
Reporting standards
The candidate applies his understanding of scientific concepts, theories, models and systems within their limitations to explain phenomena and predict outcomes, behaviors and implications. The candidate analyzes evidence by identifying essential elements, features or components of qualitative data. An understanding of cell structure and function is essential to appreciate processes vital to survival.
Unit objectives
In Unit 1, candidates explore the ways in which biology is used to describe and explain how the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate environment. Participating in a series of experiments and investigations will allow candidates to gradually develop their collection of scientific research skills while gaining a better understanding of the relationship between the structure and function of cells and multicellular organisms. They use these skills to build and use models to describe and interpret data about cell and organism functions and to explain cellular processes.
Topic 1: Cells as the basis of life
Recognize that glycolysis is the first stage of cellular respiration that takes place in the cytoplasm and the second stage in the mitochondria. SY topic will not be assessed during the external examination, but can be used in the development of claims and research questions for a research investigation. Cell membrane model development: Ongoing research continues to refine the work of Singer and Nicolson's fluid mosaic model, such as research into the structure of channel proteins in the membrane.
Topic 2: Multicellular organisms
The function of the Loop of Henle should be discussed in relation to the countercurrent system for the production of concentrated urine. Suggested Practice: Make wet-mount slides of the leaf epidermal layer to identify, draw and label stomata, protect cells and epidermal cells, and/or view pre-prepared slides; examine differences in number of stomata in upper. These situations can involve the violation of human rights and the exploitation of the poor and pose many ethical concerns.
Assessment guidance
In Unit 2, candidates examine the ways in which biology is used to describe and explain the responses of homeostatic mechanisms to stimuli and the human immune system. An understanding of personal and community responses is essential to appreciating personal lifestyle choices and community health. They examine geographic and population data to analyze strategies that may have personal and communal consequences.
By participating in a series of experiments and investigations, candidates can gradually develop their scientific research skills while gaining a greater appreciation for controlling the internal environment. Throughout the unit, candidates develop skills in the application of technology, scientific practicals and investigations, analysis and evaluation. These skills allow them to describe and explain the relationships between external and internal stimuli in controlling the internal environment.
Unit objectives
Topic 1: Homeostasis
Compulsory exercises: Compare the arrangement of stomachs and fuse cells in plants adapted to different environments (aquatic, terrestrial) as an. Modeling human thermoregulation: Models of human thermoregulatory responses can be used to design clothing, environment, and safety regulations. Use of hormones in the dairy industry (rBST): Growth hormones and other hormones are used in the livestock industry to increase productivity (while reducing production costs and increasing food affordability), but more evidence is needed to determine the associated risks.
Antivenom production by snakes: The production of antivenom, through the use of synthetic DNA to produce an antibody response, could replace conventional methods of 'milking' venomous animals.
Topic 2: Infectious disease
SHE: Long-term and short-term immunity can be contextualized with current vaccination practices and controversies. SHE: Extending long-term immunity may involve comparing individual and population immunities of different geographic and demographic populations. SHE: Analyze longitudinal health programs for the prevention and eradication of infectious diseases (eg, smallpox, influenza).
SHE: Discuss factors influencing organ donor eligibility, organ transplantation, immunosuppression, and rejection with an emphasis on physiological immune responses and valuing individual, social, and cultural aspects. Disease spread analysis and control could include hand hygiene, quarantine, biosecurity measures to prevent the spread of polio, smallpox, influenza, Ebola, cholera, bird flu, malaria. Outbreak and spread modeling: Mass vaccination programs are more successful when based on disease outbreak models.
Managing pandemics in the Asia region: Asia has been described as more susceptible to infectious disease epidemics and pandemics due to increased migration and global travel, high population density in urban areas and underdeveloped health care systems in some countries.
Assessment guidance
In Chapter 3, candidates explore the ways in which biology is used to describe and explain: biodiversity within ecosystems; a variety of biotic and abiotic components; species interactions; adaptations of organisms to their environment; principles of population dynamics; and how to classify. Candidates investigate interactions within and between species, and interactions between abiotic and biotic components of ecosystems. They also investigate how measurements of abiotic factors, population size, species diversity and descriptions of interactions between species can form the basis for spatial and temporal comparisons between ecosystems.
They study and analyze data collected through fieldwork to understand the interrelationship of organisms, the physical environment, and the impact of human activity. By examining these contexts, candidates can explore the impact of human activity on biodiversity and sustainability practices. Participating in a range of experiments and research will enable candidates to gradually develop their scientific research skill set, while gaining a better understanding of how scientific knowledge is used to provide valid explanations and reliable predictions, and the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.
Throughout the unit, candidates develop skills in sampling ecological systems, organizing and analyzing data and developing ecological models to describe and explain the diversity and interconnectedness of life on Earth.
Unit objectives
Topic 1: Describing biodiversity
Candidates should understand that the concept of classification is directly related to the purpose for which the data will be used. Candidates should recognize that the Linnean system of classification does not rely solely on physical characteristics. Candidates should recognize that conserved sequences (e.g. mitochondrial DNA) are thought to accumulate mutations at a constant rate over time and therefore provide a method for dating divergence.
Identification of applications of molecular phylogeny (DNA barcoding and genetic testing) should be linked to the understanding of the topic in unit 4. Classification of ecosystems can be based on the Holdridge life zone classification scheme, Specht's classification system, ANAE classification system or EUNIS habitat classification. system. Advances in remote sensing radar imagery and real-time satellite tracking have enabled researchers to measure and monitor populations and play an essential role in the study and monitoring of large or inaccessible ecosystems.
International biodiversity protection: International agreements on biodiversity protection, such as the World Heritage Convention, are based on the premise that local, regional and international biodiversity represents a global resource, essential for human survival, which must be maintained for future generations. Biodiversity targets: The setting of agreed biodiversity targets is necessary to achieve positive international action regarding biodiversity conservation by reducing the rate of biodiversity loss at global, regional and national levels.
Topic 2: Ecosystem dynamics
Mandatory Practice: Select and evaluate an ecological survey technique to analyze species diversity between two spatially variant ecosystems of the same classification (eg a disturbed and undisturbed dry sclerophyll forest). Succession predictions can be based on r-selected versus K-selected species, biodiversity, biomass, or changes in biotic and abiotic interactions. Marine Reserves: Scientific knowledge based on local data collection and analysis, computer simulation of future scenarios, and analog scenario analysis is required to analyze the unique factors affecting marine ecosystems to classify areas and predict the likelihood that reserves will successfully protect marine biodiversity.
Keystone species and conservation: Keystone species may be more effective as a conservation strategy to maintain complex ecosystem dynamics compared to other strategies such as conservation of flagship species and umbrella species.
Assessment
Senior external examination 1 (SEE 1): Examination (50%)
Senior external examination 2 (SEE 2): Examination (50%)
Unit description
Unit objectives
Topic 1: DNA, genes and the continuity of life
Identification of transcription factors in the regulation of gene expression does not require listing operators, promoters, regulators, enhancers, silencers, insulators, TATA boxes, polyadenylation and DNA methylation. Instead, an understanding must be developed that a large number of chemical mutagens are carcinogenic and directly affect DNA. Examples of inheritance patterns might include hemophilia (sex-linked) and ABO blood types (multiple), wheat grain color (polygenic).
Data for evaluation can be from DNA clustering, DNA fragment frequency, restriction enzyme effectiveness, location of a gene, or gene expression. The SHE subject will not be assessed in the external examination but may be used in developing research claims and questions for the research inquiry. Bioinformatics: Bioinformatics can be used to analyze relationships in biological data, such as amino acid sequences or nucleotide sequences (eg the Human Genome Project).
The $1,000 genome: Inexpensive genome sequencing can be used to determine whether people have gene variants associated with genetic diseases.
Topic 2: Continuity of life on Earth
Evidence for evolution: Technological developments in the fields of comparative genomics, comparative biochemistry, and bioinformatics allow the identification of further evidence for evolutionary relationships.
Assessment
Senior external examination 1 (SEE 1): Examination (50%)
Candidates respond to topics using qualitative data and/or quantitative data derived from the topic and compulsory practical exercises from Units 3 and 4. Candidates must select, analyse, interpret and evaluate the secondary data provided in the assessment instrument.
Senior external examination 2 (SEE 2): Examination (50%)
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009, Shape of the Australian Curriculum: Science, National Curriculum Board, Commonwealth of Australia, http://docs.acara.edu.au/resources/Australian_Curriculum_-_Science.pdf. Krajcik, J, Blumenfeld, P, Marx, R & Soloway, E 2000, 'Instructional, curricular, and technological supports for inquiry in science classrooms', i J Minstrell, & E van Zee (eds), Inquiring into Inquiry Learning and Teaching i Science, American Association for the Advancement of Science, s.
