Life Science Year 13 Course Outline
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Curriculum Statement
Life Science involves a study of the world about us and including us, as mammals.
From the food we eat, the micro-organism needed for food production and those that
cause disease, life processes and genetics. Life science involves the study of
mammals in a range of contexts and the factors that influence our way of life.
Life Science helps students to develop their powers of observation, scientific
reasoning and understanding. Knowledge of Biology is also an essential prerequisite
for many science-based careers e.g. nursing, medicine, pharmacy, physiotherapy,
dentistry, consumer science and research.
Students will:
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Understand the inner workings of human body systems to explain how and
why factors such as temperature and glucose concentration are maintained at
a relatively stable state.
Explore the processes through which human life has evolved
Understand how humans manipulate the transfer of genetic information from
one generation to the next and make informed judgments about the social,
ethical, and biological implications relating to this manipulation.
Consider socio-scientific issues and develop an informed response relating to
a specific issue based on research.
Carry out a practical investigation and collect and analyse data.
Course Expectations
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After each lesson read through your notes and learn new vocabulary.
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Weekly – review your notes and write revision notes.
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Take the time to list questions to ask the teacher if unsure of anything.
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Attempt all written work or assignments set on the topic.
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Complete any unfinished work or copy up work missed during any absences.
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Prepare seriously for the examination and tests held during the year.
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Applying your knowledge to extra questions related to the topic i.e. from school
text books, past-papers and other question from the internet.
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Read around the topic studied using school text and other sources.
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Assessment Calendar
Term / Date Internal /
External
Standard
Term 2
Week 6
I
AS91604
Term 3
Week 6
E
Version 1
AS91606
Version 1
(Exam
week)
Term 2
Week 7
I
Term 3
Week 9
I
Term 3
Week 4
I
AS91607
Version 1
AS91602
Version 1
AS91601
Version 1
Name
Credits
Assessment
3.4 Demonstrate
understanding of how an
animal maintains a
stable internal
environment
3
Written report using
resource material
3.6 Demonstrate
understanding of trends
in human evolution
4
Written exam
3.7 Demonstrate an
understanding of human
manipulations of genetic
transfer and its biological
implications
3
Written report using
resource material
3.2 Integrate biological
knowledge to develop an
informed response on a
socio-scientific issue
4
Written report
3.1 Carry out a practical
investigation in a
biological context with
guidance
4
Practical investigation
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Standards Outline
HOMEOSTASIS
Subject reference: Biology 3.4
Title: Demonstrate an understanding of how an animal maintains a stable internal
environment.
Level: 3
Credits: 3
Assessment: Internal
Achievement
Achievement with Merit
Achievement with Excellence
Demonstrate an
understanding of how an
animal maintains a stable
internal environment.
Demonstrate an in-depth
understanding of how an
animal maintains a stable
internal environment.
Demonstrate a comprehensive
understanding of how an
animal maintains a stable
internal environment.
Content Outline
 Define the term homeostasis. Explain the importance of maintaining a stable
physiological state.
 Explain how negative feedback stabilises systems against excessive change.
Using examples, explain the role of receptors, effectors, and negative
feedback in homeostasis. Recognise positive feedback as a destabilising
mechanism with a role in certain physiological processes.
 Nerves, Hormones, and Homeostatic Regulation
 Describe examples to show your understanding of how homeostatic
processes are regulated through the activity of hormones and/or nerves.
Explain how hormones exert wide-ranging physiological effects and contrast
this with neural responses.
 Case Studies in Homeostasis
 Using appropriate contextual examples, describe how homeostasis is
maintained in a fluctuating environment.
 Mechanisms of thermoregulation. Describe how thermoregulation is achieved.
Hypothermia and hyperthermia are the result of thermoregulatory failure.
 Blood glucose regulation. Describe how the hormones insulin and glucagon
regulate blood glucose levels and the associated role of the liver in
carbohydrate metabolism. Diabetes mellitus occurs when there is a disruption
to the regulatory system.
 Fluid and electrolyte balance. Include the role of the kidney in excretion and
ion regulation. Explain how the hormone ADH regulates urine volume.
 Homeostasis during exercise. Describe the challenges associated with
maintaining homeostasis during exercise (e.g. thermoregulation, blood
glucose regulation, and fluid and electrolyte balance).
 The effects of recreational drugs (e.g. nicotine, caffeine, ecstasy, alcohol) on
the body's homeostatic mechanisms.
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
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Physiological systems and mechanisms that could be considered in relation to
the above contexts (as appropriate):
Regulation of blood pressure and blood volume through the renin-angiotensin
system (advanced level).
Acid-base balance and the role of the lungs, kidneys, and blood in this.
Regulation of heart rate and/or breathing rate
Key Terms
Effector
Negative feedback
Set Point
Neurotransmitter
Adrenaline
Glucose
Hypoglycaemia
Cortisol
Temperature
Ectothermic
Hyperthermia
Thermoreceptor
Contraction
Thyrotropin / thyroid
stimulating hormone
(TSH)
Osmoregulation
Bladder
Cortex
Efferent arteriole
Hypertonic
Medulla
Posterior pituitary
Urea
Endocrine
Nervous system
Positive feedback
Glands
Amino acids
Glucose transporter
Insulin
Pancreas
Basal metabolic rate
Endothermic
Hypothermia
Thermostat
Shivering
Thyrotropin releasing
hormone (TRH)
Homeostasis
Nerves
Stimuli
Hormone
Diabetes mellitus
Glycogen
Islets of Langerhans
Noradrenaline
Conduction
Epidermis
Infrared radiation
Evaporation
Thyroxine
Pituitary gland
Internal environment
Receptor
Response
Target cell
Glucagon
Hyperglycaemia
Blood sugar
Ambient
Dermis
Homeothermic
Poikilothermic
Involuntary
Hypothalamus
Inhibited
Osmosis
Bowman’s capsule
Deamination
Excretion
Hypotonic
Metabolism
Proximal tubule
Ureter
ADH
Afferent arteriole
Diabetes insipidus
Glomerular filtrate
Hypothalamus
Nephron
Renal artery
Urethra
Active transport
Collecting duct
Distal tube
Glomerulus
Loop of henle
Osmoreceptor
Renal vein
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
HUMAN EVOLUTION
Subject Reference: Biology 3.6
Title: Demonstrate understanding of trends in human evolution
Level: 3
Credits: 3
Assessment: External
Content Outline
 Define hominin, hominid.
 Define human lineage.
 Describe characteristics of species in the human lineage.
 Describe skeletal changes linked to bipedalism.
 Describe changes in skull and endocranial features.
 Describe changes in manipulative ability of the hand.
 Describe changes in tool manufacture and use (stone, wood, bone)
 Describe changes in abstract thought (communication, language, art)
 Describe changes in methods of acquiring food e.g. change from huntergathering, domestication of plants and animals.
 Describe changes in fire, shelter and clothing.
 Describe possible patterns of hominin dispersal such as the multiregional and
Out of Africa/replacement hypotheses.
 Describe recent developments or new evidence.
Glossary of Key Terms
· “African Eve” hypothesis
· Abstract thought
· Achulean
· African
· Ape
· Archaic
· Art/decoration
· Australopithcine
· Australopithecus afarensis
· Biological evolution
· Bipedalism
· Broca’s area
· Brow ridge
· Burial
· Canine
· Cerebellum
· Chin
· Climate
· Competition
· Cranial vault
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·
·
·
·
·
Cultural evolution
Culture
Dentition
Dexterity
Diastema
Diet
Domestication
Enamel
European
Extinction
Facial angle
Femoral condyles
Foramen magnum
Forehead
Fossil evidence
Frontal lobe
Gathering
Gene flow
Gracile
Great toe
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H. erectus
· Palate
H. heidelbergensis · Paranthropus sp.
H. sapiens
· Populations
H.neanderthalensis · Post cranial skeleton
Habitat
· Primate
Hominid
· Prognathism
Hominin
· Replacement hypothesis
Homo habilis
· Robust
Human
· Sagittal crest
Mandible
· Savannah
Molar
· Selection pressures
Mousterian
· Sexual dimorphism
MtDNA
· Social organisation
Multiregional hypothesis
· Upper Palaeolithic
Neolithic
· Valgus angle
Nomadic
· Wernicke’s area
Nuchal crest
· Y chromosome
Oldowan
· Zygomatic arches
Opposable thumb
Out of Africa hypothesis
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
HUMAN MANIPULATIONS OF GENETIC TRANSFER
Subject reference: Biology 3.7
Title: Demonstrate understanding of human manipulations of genetic transfer and its
implications.
Level: 3
Credits: 3
Assessment: Internal
Achievement
Achievement with Merit
Achievement with Excellence
Demonstrate
understanding of human
manipulations of genetic
transfer and its
implications
Demonstrate an in-depth
understanding of human
manipulations of genetic
transfer and its
implications
Demonstrate a comprehensive
understanding of human
manipulations of genetic
transfer and its implications
Content Outline
 Understand that genetic transfer involves the insertion of DNA from one
organism into another, resulting in a genetically modified organism (GMO).
 Recognise that the same, relatively few, basic tools and techniques are used
in a range of different processes and applications. These include:
o The use of restriction enzymes, DNA ligation and annealing using DNA
ligase.
o The use of gel electrophoresis.
o The polymerase chain reaction (PCR).
o Preparation of a gene for cloning by PCR or in vivo by removal of
introns. In vivo gene cloning using microbes.
o Gene probes and DNA chips.
 Understand that the manipulation of genetic material has many biological
applications and ethical implications.
 Explain how the manipulation of genetic material is used in selective breeding.
Examples could include:
o Embryo selection and genetic screening (e.g. pre-implantation
diagnosis).
o Animal breeding (e.g. marker assisted selection).
o Plant breeding and the development of new crop foods or the
improvement of existing ones (e.g. golden rice).
 Describe and explain the use of whole organism cloning and stem cell
technology. Discuss any ethical concerns with these techniques and their
applications.
 Describe and explain transgenesis, including the role of vectors, such as
plasmids. Describe the applications of transgenic organisms, and ethical
concerns with their use.
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
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Describe the techniques used to determine gene function. Explain how gene
function can be modified to provide a benefit.
Explain the process of DNA profiling. Discuss the applications of DNA profiling
as a forensic and diagnostic tool. Include reference to the importance of
genetic profiling in the conservation of endangered species, including how it
can be used as a tool in maintaining genetic diversity.
Key Terms
Agrobacterium
DNA ligase
Gene library
Analogue
Reverse
transcriptase
Transcription
Translation
Heterozygous
Transgenic
T-DNA
Somatic
Stem cell
Annealing
Electroporation
Gene probe
PCR
Bacteriophage
Exon
Lipofection
Plasmid
Template strand
Coding strand
Gel Electrophoresis
Microarray
Restriction enzyme
Totipotent
RNA polymerase
Transduction
DNA profiling
Genetic markers
Transgene
Ligation
Gametic
Pluripotent
Transfection
Selective breeding
Vector
Tissue culture
Restriction enzymes
RFLP
Totipotent
Transformation
Homozygous
Transgenesis
Gene gun
Genome analysis
STR
Genetically modified
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
INFORMED RESPONSE
Subject reference: Biology 3.2
Title: Integrate biological knowledge to develop an informed response to a socioscientific issue
Level: 3
Credits: 3
Assessment: Internal
Achievement
Achievement with Merit
Achievement with Excellence
Integrate biological
knowledge to develop an
informed response to a
socio-scientific issue
Integrate biological
knowledge to develop an
in-depth informed
response to a socioscientific issue
Integrate biological knowledge
to develop a comprehensive
informed response to a socioscientific issue
Content Outline
 Describe what is meant by a socio-scientific issue.
 Investigate a socio-scientific issue as a class and discuss relevant …
o Social impacts
o Economic impacts
o Ethical implications
o Environmental implications
o Biological implications
 Investigate a socio-scientific issue of your own interest and discuss the
relevant impacts and implications as listed above.
 Successfully gather information relating to the socio-scientific issue and
critically evaluate it for validity and bias
 Develop opinions and perspectives on key socio-scientific issues
 Present well-developed arguments that provide support for or against an
issue
Key Terms
Socio-scientific
Economic
Biological
Controversial
Justify
Issue
Ethical
Validity
Sources
Impact
Moral
Bias
Evaluation
Implication
Environmental
Analysis
Peer review
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
INFORMED RESPONSE
Subject reference: Biology 3.1
Title: Carry out a practical investigation in a biological context, with guidance
Level: 3
Credits: 4
Assessment: Internal
Achievement
Achievement with Merit
Carry out a practical
Carry out an in-depth
investigation in a biological practical investigation in a
context, with guidance.
biological context, with
guidance
Achievement with Excellence
Carry out a comprehensive
practical investigation in a
biological context, with
guidance
Content Outline
 Students will undertake a practical investigation of their own choosing by
picking from a range of options provided to them by their teacher.
 Students are expected to complete a log book that details any work
undertaken on the investigation.
 Students must collect, analyse and interpret data they have collected, and
compare this to research on the same, or similar concept.
Key Terms
Confidence limit
Dependent
variable
Hypothesis
Median
Raw data
Statistical test
Prediction
Variables
Quantitative
Trend
t-test
Assumptions
Descriptive
statistics
Independent
variable
Mode
Report
Table
Reliability
Observation
Discontinuous
Regression
u-test
Controlled variable
Fair test
Data
Graph
Log book
Mean
Pattern seeking
Standard deviation
Trend
Validity
Qualitative
Continuous
Correlation
Chi-squared test
Prediction
Standard error
Variable
Evaluation
Ranked
Raw data
ANOVA
Standard error
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.