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DRAFT SENIOR SECONDARY CURRICULUM – BIOLOGY
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"This provisional draft version (not yet official or final) senior secondary Australian Curriculum has
been provided to the Tasmanian Qualifications Authority for use with teachers for the purposes of
mapping against student needs and current Tasmanian courses and for the development of criteria
and standards for assessment from the draft achievement standards"
Draft Senior Secondary Curriculum
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26 April 2012
DRAFT SENIOR SECONDARY CURRICULUM – BIOLOGY
Organisation
1. Overview of senior secondary Australian Curriculum
ACARA has developed draft senior secondary Australian Curriculum for English, Mathematics,
Science and History according to a set of design specifications (see
http://www.acara.edu.au/curriculum/development_of_the_australian_curriculum.html). The
ACARA Board approved these specifications following consultation with state and territory
curriculum, assessment and certification authorities.
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Senior secondary Australian Curriculum will specify content and achievement standards for a senior
secondary subject. Content refers to the knowledge, understanding and skills to be taught and
learned within a given subject. Achievement standards refer to descriptions of the quality of learning
(the depth of understanding, extent of knowledge and sophistication of skill) expected of students
who have studied the content for the subject.
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The senior secondary Australian Curriculum for each subject has been organised into four units. The
last two units are developmentally more challenging than the first two units. Each unit is designed to
be taught in about half a 'school year' (approximately 50–60 hours duration including assessment
and examinations) of senior secondary studies. However, the senior secondary units have also been
designed so that they may be studied singly, in pairs (that is, year-long), or as four units over two
years. State and territory curriculum, assessment and certification authorities will determine how
they will package and integrate the content and achievement standards into their courses along
with any advice on entry and exit points and credit for completed study, in line with their
certification requirements.
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States and territories, through relevant curriculum, assessment and certification authorities will
continue to be responsible for implementation of the senior secondary curriculum, including
assessment, certification and the attendant quality assurance mechanisms. Each of these authorities
acts in accordance with its respective legislation and the policy framework of its state government
and Board. They will determine the assessment and certification specifications for local courses that
incorporate the Australian Curriculum content and achievement standards and any additional
information, guidelines and rules to satisfy local requirements.
2. Senior Secondary Science Subjects
The Australian Curriculum Senior Science subjects build on student learning in the Foundation to
Year 10 Science curriculum and include:
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Biology
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Chemistry
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Earth and Environmental Science
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Physics.
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3. Structure of Biology
Units
In Biology, students develop their understanding of biological systems, the components of these
systems, and their interactions, how matter flows and energy is transferred and transformed in
these systems, and the ways in which these systems are affected by change at different spatial and
temporal scales. There are four units:
Unit 1: Biodiversity
Unit 2: Cells and Multicellular Organisms
Unit 3: Heredity and Continuity of Life
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Unit 4: Surviving in a Changing Environment.
In Units 1 and 2, students build on prior learning to develop their understanding of relationships
between structure and function in a range of biological systems, from ecosystems to single cells and
multicellular organisms. In Unit 1, students analyse abiotic and biotic ecosystem components and
their interactions, using classification systems for data collection, comparison and evaluation. In Unit
2, students investigate the interdependent components of the cell system and the multiple
interacting systems in multicellular organisms.
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In Units 3 and 4, students examine the continuity of biological systems and how they change over
time in response to external factors. They examine and connect system interactions at the molecular
level to system change at the ecosystem level. In Unit 3, students investigate mechanisms of
heredity and the ways in which inheritance patterns can be explained, modelled and predicted; they
connect these patterns to population dynamics and apply the theory of evolution by natural
selection in order to examine changes in populations. In Unit 4, students investigate system change
and continuity in response to a changing environment; they investigate homeostasis at a cellular and
organism level, and succession and resilience as explanatory models of ecosystem change.
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Each unit includes:
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Unit descriptions – A short description of the purpose and rationale for each unit
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Learning outcomes – Six to eight statements describing the expected learning as a result
of studying the unit
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Content descriptions – Content descriptions describe the core content to be taught and
learned and are organised in three strands:
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Science Inquiry Skills content descriptions are written for the entire unit; based on the
generic science inquiry skills
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Science Understanding and Science as a Human Endeavour content descriptions are
written for each sub-section within the unit.
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Organisation of content
Science strand descriptions
The Australian Curriculum: Science has three interrelated strands: Science Understanding, Science as
a Human Endeavour and Science Inquiry Skills. These strands are used to organise the Science
learning area from Foundation to Year 12. In the practice of science, the three strands are closely
integrated; the work of scientists reflects the nature and development of science, is built around
scientific inquiry and seeks to respond to and influence society’s needs. Students’ experiences of
school science should mirror and connect to this multifaceted view of science.
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To achieve this, the three strands of the Australian Curriculum: Science should be taught in an
integrated way. The content descriptions of the three strands have been written so that this
integration is possible in each unit.
In the Senior Secondary Science subjects, the three strands of Science Understanding, Science as a
Human Endeavour and Science Inquiry Skills build on students’ learning in the F:10 Australian
Curriculum: Science.
Science Understanding
Science understanding is evident when a person selects and integrates appropriate science concepts,
models and theories to explain and predict phenomena, and applies those concepts and models to
new situations. Conceptual models in science can include diagrams, physical replicas, mathematical
representations, word-based analogies (including laws and principles) and computer simulations. All
models involve selection of the aspects of the system to be included in the model, and thus have
underpinning approximations, assumptions and limitations.
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The Science Understanding content in each unit develops students’ understanding of the key
concepts, models and theories that underpin the subject, and the strengths and limitations of
different models and theories for explaining and predicting complex phenomena.
Science as a Human Endeavour
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Through science, humans seek to improve their understanding and explanations of, and ability to
predict phenomena in, the natural world. Since science involves the construction of explanations
based on evidence, science concepts, models and theories can be changed as new evidence
becomes available, often through the application of new technologies. Science influences society by
posing, and responding to, social and ethical questions, and scientific research is itself influenced by
the needs and priorities of society.
This strand highlights the development of science as a unique way of knowing and doing, and the
role of science in decision making and problem solving. In particular, this strand develops both
students’ understanding of science as a community of practice and appreciation that science
knowledge is generated from consensus within a group of scientists and is therefore dynamic and
involves critique and uncertainty. It acknowledges that in making decisions about science practices
and applications, ethical and social implications must be taken into account.
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Science Inquiry Skills
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on
investigations; processing, analysing and interpreting evidence; and communicating findings. This
strand is concerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing
valid conclusions and developing evidence-based arguments.
Science investigations are activities in which ideas, predictions or hypotheses are tested and
conclusions are drawn in response to a question or problem. Investigations can involve a range of
activities, including experimental testing, field work, locating and using information sources,
conducting surveys, and using modelling and simulations. The choice of the approach taken will
depend on the context and subject of the investigation.
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In science investigations, collection and analysis of data and evidence play a major role. This can
involve collecting or extracting information and reorganising data in the form of tables, graphs, flow
charts, diagrams, prose, keys, spreadsheets and databases. The analysis of data to identify and select
evidence, and communication of findings, involves selection, construction and use of specific
representations, including mathematical relationships, symbols and diagrams.
Through the Senior Secondary Science subjects, students will continue to develop generic science
inquiry skills, building on the skills acquired in the F-10 Australian Curriculum: Science. These generic
skills are described below and will be explicitly taught and assessed in each unit. In addition, each
unit articulates specific skills to be taught within the broader generic science inquiry skills; these
specific skills align with the Science Understanding and Science as a Human Endeavour content of the
unit. The generic science inquiry skills are:
Identify, research and construct questions for investigation, proposing hypotheses and
predicting possible outcomes
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Design investigations, including: making decisions about the procedure to be followed,
the materials required and the type and amount of primary and/or secondary data to
be collected; conducting risk assessments; and considering ethical research
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Conduct investigations, including using equipment and techniques safely, competently
and methodically for valid and reliable collection of data
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Represent data in meaningful and useful ways; organise and analyse data to identify
trends, patterns and relationships, and recognise uncertainty and limitations in data;
and select, synthesise and use evidence to construct and justify conclusions
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Evaluate processes, claims and conclusions by considering the quality of available
evidence; and use reasoning to construct scientific arguments
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Select, construct and use appropriate representations to communicate conceptual
understanding, solve problems and make predictions
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Communicate information or findings to specific audiences and for specific purposes
using appropriate language, nomenclature, text types and modes
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The Senior Secondary Science subjects have been designed to accommodate, if appropriate, an
extended scientific investigation with each pair of units. States and territories will determine
whether there are any requirements related to an extended scientific investigation as part of their
course materials.
Organisation of achievement standards
The Biology achievement standards are organised by two dimensions; ‘Biology Concepts, Models
and Applications’, and ‘Biology Inquiry Skills’. They describe five levels of student achievement.
3. Links to F-10
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‘Biology Concepts, Models and Applications’ describes the knowledge and understanding students
demonstrate with reference to the content of the Science Understanding and Science as a Human
Endeavour strands of the curriculum. ‘Biology Inquiry Skills’ describes the skills students
demonstrate when investigating the content developed through the Science Understanding and
Science as a Human Endeavour strands.
Progression from the F-10 Australian Curriculum: Science
The Senior Secondary Biology curriculum continues to develop student understanding and skills from
across the three strands of the F-10 Australian Curriculum: Science. In the Science Understanding
strand, the Biology curriculum draws on knowledge and understanding from across the four substrands of Biological, Physical, Chemical and Earth and Space sciences.
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In particular, the Biology curriculum continues to develop the key concepts introduced in the
Biological Sciences sub-strand, that is, that a diverse range of living things have evolved on Earth
over hundreds of millions of years; that living things are interdependent and interact with each other
and their environment; and that the form and features of living things are related to the functions
that their systems perform.
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Mathematical skills expected of students studying Biology
The Biology curriculum requires students to use the mathematical skills they have developed
through the F-10 Australian Curriculum: Mathematics, in addition to the numeracy skills they have
developed through the Science Inquiry Skills strand of the Australian Curriculum: Science.
Within the Science Inquiry Skills strand, students are required to gather, represent and analyse
numerical data to identify the evidence that forms the basis of their scientific conclusions, claims or
arguments. In gathering and recording numerical data, students are required to make
measurements with an appropriate degree of accuracy and to represent measurements using
appropriate units, and, as appropriate, to specify confidence intervals to indicate accuracy.
Students are required to represent numerical data so that trends, patterns and relationships can be
identified. This includes representing data in tables and selecting appropriate graphical forms to
identify or demonstrate relationships. Students analyse graphical representations of data to identify
and describe linear and non-linear relationships between variables.
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4. Representation of General Capabilities
General capabilities that are specifically covered in Biology include Literacy, Numeracy, Information
and Communication Technology (ICT) Capability, Critical and Creative Thinking and Ethical Behaviour.
Literacy is of fundamental importance in students’ development of Science Inquiry Skills. Students
are taught to read, understand and gather information presented in a wide range of genres, modes
and representations (including text, flow diagrams, symbols, graphs and tables). They are taught
how to communicate processes and ideas logically and fluently and to structure evidence-based
arguments.
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Numeracy is key to students’ ability to make and record observations, order, represent and analyse
data and interpret trends and relationships. Biology requires students to engage in statistical
analysis of data, including issues relating to reliability and probability, and to manipulate linear
mathematical relationships to calculate and predict values.
Critical and Creative Thinking is particularly inherent in the science inquiry process, which requires
the ability to construct questions and hypotheses; develop investigation methods, interpret and
evaluate data; interrogate, select and cross reference evidence; and analyse interpretations,
conclusions and claims.
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Ethical Behaviour involves students exploring the ethics of their own and other others’ actions.
Students are required to evaluate the ethics of experimental science, codes of practice, and the use
of scientific information and science applications. They explore what integrity means in science, and
explore and apply ethical guidelines in their investigations. They consider the implications of their
investigations on others, the environment and living organisms. They use scientific information to
evaluate claims and to inform ethical decisions about a range of social, environmental and personal
issues and applications of science.
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Information and Communication Technology (ICT) Capability is a key part of Science Inquiry Skills.
Students develop ICT capability when they research science concepts and applications, investigate
scientific phenomena, and communicate their scientific understandings. In particular, they employ
their ICT capability to access information; collect, analyse and represent data; model and interpret
concepts and relationships; and communicate science ideas, processes and information.
There are also opportunities within Biology to develop the general capabilities of Intercultural
Understanding and Personal and Social Capability, with an appropriate choice of activities by the
teacher.
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5. Representation of Cross-curriculum Priorities
In Biology, the cross-curriculum priority of sustainability provides authentic contexts for exploring,
investigating and understanding the function and interactions of biotic and abiotic systems. Biology
explores a wide range of systems that operate at different time and spatial scales. By investigating
the relationships between systems and system components and how systems respond to change,
students develop an appreciation for the interconnectedness of Earth’s biosphere, geosphere,
hydrosphere and atmosphere. Relationships including cycles and cause and effect are explored, and
students develop observation and analysis skills to examine these relationships in the world around
them.
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In Biology, students appreciate that science provides the basis for decision making in many areas of
society and that these decisions can impact on the Earth system. They understand the importance of
using science to predict possible effects of human and other activity and to develop management
plans or alternative technologies that minimise these effects.
In addition, there are opportunities for teachers, with an appropriate choice of activities, to include
Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s engagement with
Asia.
6. Safety
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Science learning experiences may involve the use of potentially hazardous substances and/or
hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in
relation to the health and safety of all students and that school practices meet the requirements of
the Work Health and Safety Act 2011, in addition to relevant state or territory health and safety
guidelines.
When state and territory curriculum authorities integrate the Australian Curriculum into local
courses they will include more specific advice on safety.
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For further information about relevant guidelines, contact your state or territory curriculum
authority.
7. Animal ethics
Any teaching activities that involve the care and use of, or interaction with, animals must comply
with the Australian Code of practice for the care and use of animals for scientific purposes 7th edition
(2004) (http://www.nhmrc.gov.au/guidelines/publications/ea16), in addition to relevant state or
territory guidelines.
When state and territory curriculum authorities integrate the Australian Curriculum into local
courses they will include more specific advice on the care and use, or interaction with, animals.
For further information about relevant guidelines, contact your state or territory curriculum
authority.
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DRAFT SENIOR SECONDARY CURRICULUM – BIOLOGY
Rationale
Biology is the study of the fascinating diversity of life as it has evolved, interacts and functions.
Investigation of biological systems and their interactions, from cellular processes to ecosystem
dynamics, has led to biological knowledge and understanding that enables us to explore and explain
everyday observations, help find solutions to biological issues, and understand the processes of
biological continuity and change over time.
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Living systems are all interconnected and interact at a variety of spatial and temporal scales.
Investigation of living systems involves classification of key components within the system, and
analysis of how those components interact, particularly with regard to the movement of matter and
the transfer and transformation of energy within and between systems. The theory of evolution by
natural selection is critical to explaining the patterns and processes in biology, from the molecular
level to interactions in ecosystems. Cell theory and gene theory relate structure and function at
cellular levels to continuity and biodiversity at ecosystem levels.
While living systems change over time, they are also resilient within their tolerance ranges. An
understanding of homeostasis enables an appreciation of the importance of feedback mechanisms
within organisms’ body systems, while an appreciation of the role of biodiversity in ecosystems can
be used to understand the continuity of productive, dynamic and resilient ecosystems within the
biosphere.
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Australian and global communities rely on the biological sciences to understand, address and
successfully manage environmental, health and sustainability challenges facing society in the
twenty-first century. These include the biosecurity and resilience of Australian ecosystems, the
health and wellbeing of human and other organisms and their populations, and the sustainability of
biological resources. Students use their understanding of the interconnectedness of biological
systems when evaluating both the impact of human activity and the strategies proposed to address
major biological challenges now and in the future in local, national and global contexts.
This subject explores ways in which scientists work collaboratively and individually in a range of
integrated fields to increase the understanding of an ever-expanding body of biological knowledge.
Students develop their investigative, analytical and communication skills through field, laboratory
and research investigations of living systems and through critical evaluation of the development,
ethics, applications and influences of contemporary biological knowledge in a range of contexts.
An understanding of biology is fundamental to a broad range of career paths and further studies.
Particular knowledge of biological concepts and general science knowledge and skills are relevant for
careers in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental
rehabilitation, biosecurity or quarantine, conservation and eco-tourism. This subject will also provide
a foundation for students to give critical consideration and to make informed decisions on
contemporary biological issues in their everyday life.
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Aims
Biology aims to develop students’:
sense of wonder and curiosity about life and respect for all living things and the
environment
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understanding of major biological concepts, theories and models related to biological
systems at all scales, from subcellular processes to ecosystem dynamics
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understanding of how biological systems interact and are interrelated; the flow of
matter and energy through and between these systems; and the processes by which
they persist and change
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appreciation of the historical and current developments of biology; how scientists use
biology in a wide range of applications; and how the ever-expanding body of biological
knowledge influences society in local, regional and global contexts
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ability to use sound, evidence-based arguments creatively and analytically when
evaluating claims and applying biological knowledge to relevant ethical and social issues
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ability to plan and carry out fieldwork, laboratory and other research investigations
including the collection, collation and analysis of qualitative and quantitative data,
interpretation of evidence and evaluation of methods, claims and conclusions
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ability to communicate biological understanding, findings, arguments and conclusions
using appropriate language, nomenclature and representations
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Unit 1: Biodiversity
Unit description
The current view of the biosphere and its dynamic, diverse, interrelated and interacting ecosystems
developed from the work of eighteenth and nineteenth century naturalists, who collected, classified,
measured and mapped the distribution of organisms and environments in many different locations
around the world. Students investigate and describe a number of diverse ecosystems, exploring the
range of biotic and abiotic components to understand the dynamics, diversity and underlying unity
of these systems. They investigate the adaptations that enable different species to survive in the
conditions of their natural habitat and link these to ecosystem diversity.
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Students develop an understanding of the processes involved in the movement of energy and
matter in ecosystems, using food webs, biomass pyramids and nutrient cycles. They investigate
ecosystem dynamics, including interactions within and between species, and interactions between
abiotic and biotic components of ecosystems; and how measurements of population numbers,
species diversity and interactions and abiotic factors can form the basis for spatial and temporal
comparisons between ecosystems. Students use classification keys to identify organisms, describe
the biodiversity in ecosystems, investigate patterns in relationships between organisms and aid
scientific communication.
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Fieldwork is an important part of this unit, providing valuable opportunities for students to work
together to collect firsthand data and to experience interactions of and between living organisms
and their natural environment. In order to understand the interconnectedness of organisms, the
physical environment and human activity, students analyse and interpret data collected through
investigation of a local environment and from sources relating to other Australian and global
environments.
Learning outcomes
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By the end of this unit, students:
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understand how classification helps to organise, analyse and communicate data about
the biodiversity of biological systems
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understand that ecosystem diversity and dynamics can be described and compared with
reference to biotic and abiotic components and their interactions, to processes of
energy transfer and transformation and to the movement of matter
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understand that our current understanding of global biodiversity and ecosystem
dynamics is the product of a cumulative effort of numerous people studying and
cataloguing diverse ecosystems and organisms over time
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understand how description of biodiversity and ecosystem components enables analysis
of change over time, and how this impacts on decision making
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use science inquiry skills to design and conduct investigations to collect and analyse data
about biodiversity and flows of matter and energy in a range of ecosystems
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communicate ideas and evaluate claims about relationships between and within species,
diversity of and within ecosystems, and energy and matter flows, using appropriate
representations, nomenclature and conventions
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Content descriptions
Science Inquiry Skills (Biology Unit 1)
Identify, research and construct questions for investigation, proposing hypotheses and
predicting possible outcomes
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Design field and research investigations, including: the procedure to be followed, the
materials required and the type and amount of primary and/or secondary data to be
collected; conducting risk assessments; and considering research ethics
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Conduct field and research investigations, including using ecosystem surveying techniques,
safely, competently and methodically for valid and reliable collection of data
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Represent data in meaningful and useful ways; organise and analyse data to identify trends,
patterns and relationships, and recognise uncertainty and limitations in data; and select,
synthesise and use evidence to make and justify conclusions
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Evaluate models, processes, claims and conclusions by considering the quality of available
evidence and use reasoning to construct scientific arguments
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Select, construct and use appropriate representations, including classification keys, food
webs and biomass pyramids, to communicate conceptual understanding, solve problems
and make predictions
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Communicate to specific audiences and for specific purposes using appropriate, language,
nomenclature, text types and modes, including scientific reports
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Describing biodiversity
Science Understanding
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Classification is hierarchical and based on different levels of similarity of physical features,
methods of reproduction and molecular sequences
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Biodiversity can be described at the genetic, species and ecosystem level
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Classification systems reflect evolutionary relatedness between groups of organisms
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Most common definitions of species rely on genetic similarity or the ability to interbreed to
produce fertile offspring in natural conditions, but in all cases exceptions are to be found
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Ecosystems are composed of varied habitats and can be described in terms of their
component species and the abiotic factors that make up the environment (e.g. substrate,
light, temperature, water, space)
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The biosphere is composed of all the Earth’s ecosystems; processes and interactions within
the biosphere are interconnected with processes and interactions in the hydrosphere,
atmosphere or geosphere
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Science as a Human Endeavour
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Classification systems are based on international conventions and are subject to change
through debate and resolution; changes are based on all currently available evidence (e.g.
reclassification of the genera Eucalyptus and Acacia, changing classification of birds due to
debate about the relationships between different orders)
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Data banks and digital and physical specimen collections provide access to information
about past and present specimens that have been collected by many different people in
many different locations and are organised according to international conventions
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Classification enables local and global recognition and quantification of changing species
diversity and thus is critical to decisions about biodiversity conservation
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Ecosystem dynamics
Science Understanding
The water cycle, nutrient cycles (e.g. carbon, nitrogen, phosphorus) and food webs and
biomass pyramids can be used to compare and contrast the movement of matter through
ecosystems
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The biotic components of the ecosystem transfer and transform energy originating primarily
from the sun
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Organisms survive in areas where their behavioural, structural and physiological adaptations
are suited to the environmental conditions
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Ecosystems have carrying capacities that limit the number of organisms (within populations)
they support; and can be impacted by changes to abiotic and biotic factors
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Populations are dynamic and depend on relationships and interactions, including predation,
competition, symbiosis, disease and response to change in physical conditions, among
organisms and between organisms and their environment
Development of ecosystem models involves interpretation of and extrapolation from sample
data (e.g. data derived from quadrats, transects, pit traps, observations of species
interactions, abiotic measurements); the reliability of the model is determined by the
representativeness of the sampling
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Science as a Human Endeavour
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Development of models often requires the collation of diverse data derived from the work
of scientists studying particular aspects of a given system (e.g. biomass pyramids and species
interaction models utilise data from scientists studying particular organisms and their
interactions)
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Contemporary technologies including satellite sensing and remote monitoring (e.g.
collection of chemical or visual data by electronic devices and the use of tracking devices)
enable improved monitoring of habitat and species population change over time
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Ecosystem modelling enables prediction of the effect of human activities (e.g. introduced
species, use of fertilisers, removal of biomass, changing water availability) on ecosystem
dynamics and informs decision making and management plans
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Unit 2: Cells and Multicellular Organisms
Unit description
All prokaryote and eukaryote cells need to exchange materials with their immediate external
environment in order to maintain the chemical processes vital for cell functioning. By examining
inputs and outputs of cells, students develop an understanding of the chemical nature of cellular
systems, both structurally and functionally, and the processes required for cell survival. Students
investigate the ways in which matter and energy are transformed and transferred in the biochemical
processes of photosynthesis and respiration, and the role of enzymes in controlling biochemical
systems.
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Multicellular organisms typically consist of a number of interdependent systems based on cells
organised into tissues, organs and organ systems. Students examine the structure and function of
body systems in order to describe how they facilitate the efficient provision or removal of materials
to and from all cells of the body.
Students carry out microscopic examination of cells and tissues and research the ways in which
discoveries and technological advances have changed understanding of cell and body system
structure and function. They develop skills in constructing and using models to describe and
interpret data about the functions of cells and organisms.
Learning outcomes
By the end of this unit, students:
understand that structure and function of processes and systems at cell, tissue, organ
and body system levels is related to the organisms’ need to exchange matter and energy
with their immediate environment
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understand that multicellular organisms consist of multiple interdependent and
hierarchically-organised systems that enable exchange of matter and energy between all
cells and the environment
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understand how developments in understanding of the functioning of cells, organs and
systems in organisms have been reliant upon developments in technology, have
prompted debate regarding research ethics, and have led to multiple applications in
society
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use science inquiry skills to design and conduct investigations to research the
development of concepts and models and to collect and analyse data on how different
factors affect cellular and system processes
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communicate ideas and evaluate claims about cellular processes and the structure and
function of multicellular organisms using appropriate representations, nomenclature
and conventions
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Content descriptions
Science Inquiry Skills (Biology Unit 2)
Identify, research and construct questions for investigation, proposing hypotheses and
predicting possible outcomes
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Design laboratory and research investigations, including: the procedure to be followed, the
materials required and the type and amount of primary and/or secondary data to be
collected; conducting risk assessments; and considering research ethics
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Conduct laboratory and research investigations, including using light microscopes,
calculation of magnification and size of field of view, preparation of specimens for
microscopic examination, real or virtual dissections and chemical analysis, safely,
competently and methodically for valid and reliable collection of data
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Represent data in meaningful and useful ways; organise and analyse data to identify trends,
patterns and relationships, and recognise uncertainty and limitations in data; and select,
synthesise and use evidence to make and justify conclusions
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Evaluate models, processes, claims and conclusions by considering the quality of available
evidence and use reasoning to construct scientific arguments
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Select, construct and use appropriate representations, including flow diagrams of cell
processes, diagrams of cells and tissues, organs and body systems and images of cells,
tissues, organs or systems from different scanning techniques, to communicate conceptual
understanding, solve problems and make predictions
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Communicate to specific audiences and for specific purposes using appropriate, language,
nomenclature, text types and modes, including scientific reports
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Cells as the basis of life
Science Understanding
Cells are the basic unit of life and all cells are derived from pre-existing cells
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Cells require inputs of suitable forms of energy (including light energy or chemical energy in
complex molecules) and matter (including gases, simple nutrients, ions) and removal of
wastes to survive
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The cell membrane separates the cell from its surroundings and controls the exchange of
materials (including gases, nutrients and wastes) between the cell and its environment
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Movement of materials across membranes occurs via diffusion, osmosis, active transport
and/or endocytosis
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Factors that affect exchange of materials across membranes include the surface area to
volume ratio of the cell, concentration gradients and the physical and chemical nature of the
materials being exchanged
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Prokaryotic and eukaryotic cells have many features in common but prokaryotes lack
internal membrane bound organelles, do not have a nucleus, are significantly smaller than
eukaryotes, usually have a single circular chromosome, and exist as single cells
•
In eukaryotic cells, specialized organelles facilitate photosynthesis, respiration, the synthesis
of complex molecules (including carbohydrates, proteins and other biomacromolecules and
lipids), and the removal of cellular products and wastes
•
Biochemical processes in the cell are controlled by the nature and arrangement of internal
membranes and the presence of specific appropriate enzymes and environmental factors
•
Enzymes have specific structures and functions, and are affected by factors including
temperature, pH and presence of inhibitors and the concentrations of reactants and
products
•
Photosynthesis involves a chain of biochemical reactions to synthesise organic compounds
using light energy and includes both light dependent and light independent stages
•
Cellular respiration metabolises organic compounds through a chain of biochemical
reactions, aerobically or anaerobically, to release useable energy in the form of ATP
AF
T
•
Science as a Human Endeavour
New models and theories can develop as emerging technologies make new evidence
available (e.g. developments in microscopy and associated preparation techniques have
contributed to more sophisticated models of cell structure and function)
•
Development of models and theories can take several decades and require the cumulative
work of multiple scientists who build on the findings of their predecessors and share their
own theories and data (e.g. the cell membrane model has been reconceptualised and
revised since the mid-nineteenth century; the currently accepted model is the fluid–mosaic
model)
Knowledge and understanding of the role of enzymes in metabolism has enabled treatment
of individuals with enzyme deficiencies (e.g. deficiencies resulting in lactose intolerance and
PKU) and improvement of their quality of life
D
•
R
•
Multicellular organisms
Science Understanding
•
Multicellular organisms have a hierarchical structural organisation of cells, tissues, organs
and systems
•
The specialised structure and function of tissues, organs and systems can be related to cell
differentiation and cell specialisation
•
In animals, the respiratory, digestive and excretory systems facilitate exchange of materials
between the internal and external environments of the organism; and the circulatory
system facilitates the transport of materials within the internal environment for exchange
with cells
Draft Senior Secondary Curriculum
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26 April 2012
•
In plants, gases are exchanged via stomata and the plant surface and their movement within
the plant by diffusion does not involve the plant transport system
•
In plants, transport of water and mineral nutrients from the roots occurs via xylem involving
root pressure, transpiration and cohesion of water molecules, and transport of the products
of photosynthesis and some mineral nutrients occurs via phloem by translocation
•
Groups of organisms, including vertebrates, invertebrates and plants, have different system
adaptations for obtaining similar basic requirements for survival
Science as a Human Endeavour
Development of new models and theories often requires integration of evidence from a
wide range of previous studies across multiple fields (e.g. understanding of organisms as
interdependent systems has integrated data from the study of gross anatomy, cellular
structure and function and biochemistry)
•
Discoveries made through the use of modern technology (e.g. scanning electron microscopy,
use of radioisotopes, chemical monitoring and CAT and MRI scans) have increased
understanding of organ and system function
•
The use of laboratory animals to investigate the effects of malfunction or failure of systems
or organs to advance knowledge and understanding of body systems is the subject of ethical
debate
•
Advances in medicine and technology have enabled organ transplants and the development
of artificial replacement organs, which have significant impacts on people’s lives
D
R
AF
T
•
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Achievement Standards: Units 1 and 2
A
Biological Concepts, Models and Applications
Biology Inquiry Skills
For the biological systems studied, the student:
For the biological contexts studied, the student:
• evaluates how system components are inter-related
and function at micro and macro levels
• evaluates how flows of matter and transfers and
transformations of energy are related in system
processes
• evaluates the theories and model/s used to describe
the system; the supporting evidence and the aspects
of the system they include
For the biological contexts studied, the student:
• evaluates the origins and significance of key findings
and the role of technologies, debate and review in
the development of biological concepts, theories and
models
• evaluates how biological science has been used in
concert with other sciences to meet diverse needs
and inform decision making; and the social,
economic and ethical implications of these
applications
B
• analyses data sets to identify and evaluate causal
and correlational relationships between variables
• represents data accurately, justifies their selection
of data as evidence and develops evidence-based
conclusions
AF
T
• applies theories and models of systems and
processes to make plausible predictions, explain
new phenomena and solve complex problems
• utilises secondary sources to design and conduct
safe, ethical investigations to collect valid, reliable
data in response to a specific question, hypothesis
or problem
For the biological systems studied, the student:
R
• explains how system components are inter-related
and function
• explains the role of system components in
processes involving flows of matter and transfers
and transformations of energy
• evaluates processes and claims; provides an
evidence-based critique and discussion of
improvements or alternatives
• selects, constructs and uses appropriate
representations to communicate understanding,
solve complex problems and make plausible
predictions
• communicates clearly and accurately in a wide
range of modes, styles and genres (including
scientific reports) for specific audiences and
purposes
For the biological contexts studied, the student:
• designs and conducts safe, ethical investigations to
collect valid, reliable data in response to a specific
question, hypothesis or problem
• analyses data sets to identify causal and
correlational relationships between variables
• represents data accurately , selects data as
evidence and provides evidence for conclusions
• applies theories and models of systems and
processes to make plausible predictions, explain
phenomena and solve problems
• evaluates processes and claims; provides a critique
with reference to evidence and identifies possible
improvements or alternatives
D
• describes the theories and model/s used to describe
the system
For the biological contexts studied, the student:
• explains the origins and significance of key findings
and the role of technologies, debate and review in
the development of biological concepts, theories and
models
• explains how biological science has been used to
meet diverse needs and inform decision making; and
the social, economic and ethical implications of
these applications
Draft Senior Secondary Curriculum
• selects, constructs and uses appropriate
representations to communicate ideas, solve
problems and make predictions
• communicates clearly and accurately in a range of
modes, styles and genres (including scientific
reports) for specific audiences and purposes
Not for wider distribution
26 April 2012
C
For the biological systems studied, the student:
For the biological contexts studied, the student:
• describes the system components and their function
• designs and conducts safe, ethical investigations
which enable collection of valid data in response to
a specific question, hypothesis or problem
• describes the ways in which matter and energy
move through the system
• analyses data to identify relationships between
variables
• describes a theory or model used to describe the
system
• selects and represents data to demonstrate
relationships and constructs conclusions based on
data
• applies understanding of system processes to
explain phenomena
For the biological contexts studied, the student:
• assesses processes and claims and suggests
improvements or alternatives
• describes key findings and the role of technologies
and review in the development of biological concepts
and theories
• selects and uses appropriate representations to
communicate ideas, solve problems and make
predictions
• describes how biological science has been used to
meet needs and inform decision making; and some
implications of these applications
AF
T
D
• communicates accurately in a range of modes,
styles and genres (including scientific reports) for
specific purposes
For the biological systems studied, the student:
For the biological contexts studied, the student:
• identifies the system components
• follows procedures to conduct safe, ethical
investigations and collects required data
• identifies processes and observable phenomena
• analyses data to identify simple trends and
relationships
For the biological contexts studied, the student:
• identifies that biological ideas have changed over
time and that science ideas are communicated
within the science community
• presents simple conclusions based on selected
data
• considers processes and claims from a personal
perspective
For the biological systems studied, the student:
D
E
R
• describes ways in which biological science has been
used in society to meet needs
• identifies some parts of the system
• identifies some observable phenomena
For the biological contexts studied, the student:
• identifies that biological ideas have changed over
time
• describes ways in which biological science has been
used in society
Draft Senior Secondary Curriculum
• communicates using key representations in a range
of modes and genres (including simple scientific
reports)
For the biological contexts studied, the student:
•
follows procedures to make and record
observations
•
identifies simple trends in data and presents basic
conclusions
•
considers claims from a personal perspective
•
communicates using some scientific terms in a
range of modes and genres
Not for wider distribution
26 April 2012
Unit 3: Heredity and Continuity of Life
Unit description
AF
T
Heredity is an important biological principle as it explains why offspring (cells or organisms)
resemble their parent cell or organism. Organisms require cellular division and differentiation for
growth, development, repair and sexual reproduction. Students investigate the biochemical and
cellular systems and processes involved in the transmission of genetic material to the next
generation of cells and to offspring. They consider different patterns of inheritance by analysing the
possible genotypes and phenotypes of offspring. Students link their observations to explanatory
models that describe patterns of inheritance, and explore how the use of predictive models of
inheritance enables decision making. Students study the contributions of a number of different
scientists that have led to the contemporary model of the structure of DNA in relation to its
replication and the genetic code. They research the role of DNA in controlling cellular processes and
how genetic modification, DNA sequencing and DNA profiling can be applied in a variety of areas.
Students also explore the ethical issues and considerations associated with the use of contemporary
biotechnology.
Students investigate the genetic basis for the theory of evolution by natural selection by
constructing, using and evaluating explanatory and predictive models for gene pool diversity of
populations. They explore genetic variation in gene pools, selection pressures and isolation effects in
order to explain speciation and extinction events and make predictions about future changes to
populations. Students critically evaluate strategies to manage gene pool diversity in populations, and
consider implications for biodiversity and biological resource management.
R
Learning outcomes
By the end of this unit, students:
understand the processes and mechanisms which ensure the continuity of life; how
these processes contribute to species unity and diversity within a species; and how these
processes can be manipulated using biotechnologies
D
•
•
understand how the theory of evolution by natural selection and population genetics
models are used to explain how life on Earth has persisted, changed and diversified over
the last four billion years and to make predictions about future diversity
•
understand the role of technologies in developing understanding and applications of
gene theory; the potential for genetic mapping or modelling of individuals, populations
and species for informing contemporary decision making; and the associated ethical
issues
•
use science inquiry skills to design and conduct investigations into how different factors
affect cellular processes and gene pools, and analyse the data gathered to identify
evidence and develop valid, reliable conclusions
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
synthesise and analyse secondary data sources to make and evaluate conclusions,
predictions and decisions relating to the use of DNA technologies and to changes to
population gene pools
•
communicate ideas and evaluate claims about heredity processes, models and
predictions, as well as the processes and applications of biotechnology and population
gene pool processes, models and predictions
D
R
AF
T
•
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Content descriptions
Science Inquiry Skills (Biology Unit 3)
Identify, research and construct questions for investigation, proposing hypotheses and
predicting possible outcomes
•
Design laboratory and research investigations, including: the procedure to be followed, the
materials required and the type and amount of primary and/or secondary data to be
collected; conducting risk assessments; and considering research ethics
•
Conduct laboratory and research investigations, including using equipment and techniques,
including real or virtual gel electrophoresis; use of probabilities to predict inheritance
patterns; and use of population simulations to predict population changes, safely,
competently and methodically for valid and reliable collection of data
•
Represent data in meaningful and useful ways, including the use of statistical analysis;
organise and analyse data to identify trends, patterns and relationships, and recognise
uncertainty and limitations in data; and select, synthesise and use evidence to make and
justify conclusions
•
Evaluate models, processes, claims and conclusions by considering the quality of available
evidence and use reasoning to construct scientific arguments
•
Select and construct appropriate representations, including models of DNA replication,
transcription and translation, Punnett squares, pedigrees and probability models of gene
pool changes, to communicate conceptual understanding, solve problems and make
predictions
•
Communicate to specific audiences and for specific purposes using appropriate, language,
nomenclature, text types and modes, including scientific reports
R
AF
T
•
DNA, genes and the continuity of life
D
Science Understanding
•
Continuity of life requires the replication of genetic material and its transfer to the next
generation through processes including binary fission, mitosis and meiosis
•
DNA is a double-stranded molecule twisted into a helix which occurs as chromosomes or
plasmids and can be found in the nucleus, cytoplasm, chloroplasts or mitochondria of cells
•
The structural properties of the DNA molecule, including nucleotide composition and pairing
and the weak bonds between strands of DNA, allow for replication
•
Sequences of DNA can be ‘coding’ or ‘non-coding’; coding sequences are genes that contain
information for protein production
•
Protein synthesis involves transcription, processing of the transcript and translation on
ribosomes using forms of RNA
•
Proteins, including enzymes, are essential to cell structure and functioning
Draft Senior Secondary Curriculum
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26 April 2012
The phenotypic expression of genes depends on factors controlling transcription and
translation during protein synthesis, the products of other genes and the environment
•
Mutations in genes and chromosomes can result from errors in DNA replication or cell
division, or from damage by physical or chemical factors in the environment
•
Variations in the genotype of offspring arise as a result of the processes of meiosis and
fertilisation, as well as mutations
•
Frequencies of genotypes and phenotypes of offspring from can be predicted using
probability models, including Punnett squares, and by taking into consideration patterns of
inheritance, including dominant genes, autosomal and sex-linked genes, multiple alleles and
polygenic inheritance
•
Pedigree charts can be analysed to determine whether inherited traits are dominant or
recessive and to identify and predict patterns of inheritance
•
DNA sequencing enables mapping of species genomes and DNA profiling identifies the
unique genetic makeup of individuals
•
Biotechnology can involve the use of prokaryote enzymes, plasmids as vectors and
technologies including gel electrophoresis, bacterial transformations and PCR
AF
T
•
Science as a Human Endeavour
The understanding of cell division and the structure and function of DNA has wide
applications (e.g. growth and development of embryos, wound healing, diagnosis and
development of cancers, cloning cells or whole organisms, controlling growth of plants and
conservation of endangered species)
D
•
Development of models and theories can take several decades and require the cumulative
work of multiple scientists who build on the findings of their predecessors and share their
own theories and data (e.g. Watson and Crick’s model of DNA was built on the previous
findings of Levene, Astbury, Avery and Chargaff and relied upon the experimental evidence
of Franklin, Wilkins and Pauling)
R
•
•
Patterns of inheritance, including dominance, multiple alleles and polygenics have important
applications in agriculture (e.g. the development of different crop strains) and medicine (e.g.
in genetic counselling)
•
The use and application of biotechnology (e.g. individual genome sequencing, genetically
modified and transgenic organisms) is the subject of debate regarding ethics, and social,
economic and environmental impacts
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Continuity of life on Earth
Science Understanding
Life has existed on Earth for approximately 3.5 billion years and has changed and diversified
over time as evidenced in the fossil record
•
Natural selection occurs when selection pressures in the environment confer a selective
advantage on a specific phenotype to enhance survival and reproduction
•
The theory of evolution by natural selection is supported by evidence from comparative
anatomy, molecular homology, comparative genomics, and contemporary plant and animal
breeding programs
•
Environmental selection pressures, gene flow and genetic drift can change the frequency of
alleles in population gene pools over time
•
Differing selection pressures between geographically isolated populations may lead to
allopatric speciation
•
Populations with reduced genetic diversity face increased risk of extinction
AF
T
•
Science as a Human Endeavour
Collection of new evidence can provide additional support for existing models and theories
(e.g. the theory of evolution by natural selection was initially accepted on the basis of a wide
range of evidence in the nineteenth century; contemporary genetic evidence provides
additional support for this theory)
•
Artificial selection can produce organisms with desired characteristics (e.g. dog breeds,
faster race horses and drought resistant crops) but other human impacts on gene pools can
result in undesired changes (e.g. antibiotic resistance in bacteria and pesticide resistance in
plants and animals)
Management strategies to maintain viable gene pools in populations (e.g. use of maximum
sustainable yield, establishment of wildlife corridors and managed migration) rely on reliable
population models and require decision making that takes into account other considerations
(e.g. cultural values associated with harvesting resources, competing land uses)
D
•
R
•
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Unit 4: Surviving in a Changing Environment
Unit description
AF
T
Ecological changes that have resulted from a wide variety of factors occur over different time and
spatial scales. Change is continuous at all levels of the environment including the internal
environment of organisms. In order for an individual to maintain function in the face of change, cell,
tissue and organ functions are co-ordinated and regulated as a result of the organism’s capacity to
detect changes in internal and external environments and to respond appropriately. Changes in
overall body system activity are accompanied by changes in inputs and outputs and internal
functioning. Students study how homeostatic response systems control how organisms respond to
environmental change - internal and external - in order to survive in a variety of environments as
long as the conditions are within their tolerance limits. This unit focuses on animal thermoregulation
and osmoregulation, as well as plant tropisms and plants’ ability to exchange gases while regulating
water loss. Students study how the invasion of an animal’s internal environment by pathogens also
challenges the effective functioning of cell, tissue and body systems and triggers a series of
responses or events in the short- and long- term in order to maintain system function.
R
Ecosystems are dynamic systems with constantly changing inputs, outputs and interacting biotic and
abiotic system components. Students use their understanding of individual species’ response to
change, species interactions and population dynamics to describe, analyse and predict ecosystem
change using successional change models. Students consider the proposed relationship between
biodiversity and ecosystem resilience and apply this conceptual model to assess the likely success of
conservation strategies. In this unit, students analyse human influences on ecosystems through
harvesting natural resources, agricultural practices and urbanisation, as well as human impact on
biodiversity and ecosystems’ ability to maintain productivity while providing renewable resources.
The sustainability of ecosystems is dependent on balancing human needs and the conservation of
biodiversity.
D
Students investigate a range of responses of plants and animals to changes in their environments,
relating these to their understanding the environmental conditions required for the maintenance of
species diversity and for reduced spread of disease. Students evaluate different conservation
strategies to consider their underpinning conceptual model, impact and effectiveness.
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Learning outcomes
By the end of this unit, students:
understand the mechanisms by which systems use homeostasis to maintain a constant
internal environment in a changing external environment, and apply the concept of
control by negative feedback using a range of animal and plant examples
•
understand how change in ecosystems can be modelled, and how ecosystem resilience
is affected by natural events and human activities
•
use science inquiry skills to design and conduct investigations into organisms’ responses
to changing environmental conditions, and to analyse the data gathered to identify
evidence and develop valid, reliable conclusions
•
understand how technologies for monitoring and modelling organism and ecosystem
responses to change have developed over time, and how models of system change and
resilience inform contemporary decision making, including responses to global issues
•
synthesise and analyse secondary data sources to make and evaluate conclusions,
predictions and decisions relating to the causes and impacts of environmental change
•
evaluate and communicate the scientific, economic and cultural arguments and
evidence for and against strategies that aim to protect and conserve biodiversity at a
range of scales
D
R
AF
T
•
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Content descriptions
Science Inquiry Skills (Biology Unit 4)
Identify, research and construct questions for investigation, proposing hypotheses and
predicting possible outcomes
•
Design field, laboratory and research investigations, including: making decisions about the
conceptual model to be used, the procedure to be followed, the materials required and the
type and amount of primary and/or secondary data to be collected; conducting risk
assessments; and considering research ethics
•
Conduct field, laboratory and research investigations, including using ecosystem survey
techniques and physical or computer models to analyse data about population change,
safely, competently and methodically for valid and reliable collection of data
•
Represent data in meaningful and useful ways, including the use of statistical analysis;
organise and analyse data to identify trends, patterns and relationships, and recognise
uncertainty and limitations in data; and select, synthesise and use evidence to make and
justify conclusions
•
Evaluate models, processes, claims and conclusions by considering the quality of available
evidence and use reasoning to construct scientific arguments
•
Select, construct and use appropriate representations, including diagrams and flow charts to
demonstrate feedback mechanisms, and population change models, to communicate
conceptual understanding, solve problems and make predictions
•
Communicate to specific audiences and for specific purposes using appropriate, language,
nomenclature, text types and modes, including scientific reports
R
AF
T
•
Organisms responding to change in the environment
D
Science Understanding
•
Homeostasis involves detecting change in external or internal environmental conditions and
responding to those changes via negative feedback
•
Changes in an organism’s metabolic activity, physiological processes and behaviour enable
the organism to maintain the internal environment within tolerance limits
•
Animals’ responses to variations in their internal and external environments involve the
nervous and endocrine systems
•
Endothermic and ectothermic animals have varying thermoregulation mechanisms in
response to temperature change
•
Animals have varying methods of osmoregulation in response to variation in concentrations
of salts and water in the environment
•
Plants respond to changes in their environment via tropic responses, including phototropism
and gravitropism, that involve the action of plant hormones
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
•
Terrestrial plants respond to changing environmental conditions by balancing the need for
gas exchange against water loss through the structural features and physiological process in,
leaves
•
When pathogens cross the surface physical and chemical barriers of animals and enter the
body, they can cause changes to the internal environment and stimulate immune system
responses
•
The mammal immune system responds to the presence of pathogens (e.g. bacteria and
viruses) in the internal environment in general ways, including an inflammation response,
and in specific ways, including antibody- and cell- mediated responses, in the long- and
short-term
Science as a Human Endeavour
Humans can survive almost anywhere on Earth by applying their knowledge of the
mechanisms and limitations of homeostasis and modifying their behaviour or the
environment
•
Consideration of homeostasis and tolerance limits is required to successfully raise animals in
captivity (e.g. keeping Antarctic animals in Australian mainland zoos, fish in aquariums) and
to select areas for plant cultivation (e.g. viticulture)
•
Understanding of homeostatic imbalance has enabled understanding and treatment of
physiological disorders (e.g. dehydration, hyperthermia) and enabled individuals to monitor
their body function and respond accordingly
•
The development and testing of appropriate vaccines against common pathogens, including
work being done by Australian researchers, (e.g. HPV vaccine) has social and ethical
implications
R
AF
T
•
The dynamic biosphere: models of change and resilience
D
Science Understanding
•
The biosphere is in dynamic equilibrium; its interdependent ecosystems change over
different time and spatial scales
•
Changes in flows of matter and energy, and biotic interactions within an ecosystem can lead
to changes in species populations and can cause successional changes in ecosystems
•
Regular and cyclical climatic events (e.g. monsoonal rain, fire, floods, freezing, drought) can
lead to regular and cyclical changes in species populations and interactions in ecosystems
•
Resilience is the capacity of ecosystems to respond to change and restore the interactions
between ecosystem components
•
Ecosystems are resilient to some changes but can be significantly disrupted by others
depending on the magnitude, duration and speed of the change
•
More biodiverse ecosystems may be more likely to have greater resilience due to having a
greater number of species that can fulfil specific roles
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
•
Human activities (e.g. overexploitation, habitat destruction, monocultures, pollution) can
reduce biodiversity and impact on the magnitude, duration and speed of ecosystem change
Science as a Human Endeavour
Multiple explanatory or predictive models can coexist when there is insufficient evidence for
one to supersede the others (e.g. some contemporary models of ecological succession
indicate constantly changing ecosystem dynamics, while others indicate a stable end state as
in classical ecological theory)
•
Technological advances and improvement in ecosystem models enable ongoing, widespread
monitoring of ecosystems, analysis of changes, including those caused by human activity and
increased population, and the prediction of likely success of conservation strategies
•
The declaration of protected areas in order to maintain biodiversity and targeted
conservation strategies for selected endangered species take into account species
protection and species diversity as well as the social considerations such as the recreational,
inspirational and cultural value of the site or species
D
R
AF
T
•
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Achievement Standards: Units 3 and 4
A
Biology Concepts, Models and Applications
Biology Inquiry Skills
For the biological systems studied, the student:
For the biological contexts studied, the student:
• evaluates how the system and its inter-related
components function to ensure continuity; and how it
has evolved over time
• analyses how system component interactions are
impacted by external changes and explains how the
system responds to maintain an equilibrium state
• analyses data sets to identify and evaluate causal
and correlational relationships between variables
• represents data accurately, justifies their selection
of data as evidence and develops evidence-based
conclusions
AF
T
• evaluates the theories and model/s used to describe
the system; the supporting evidence, the
phenomena they can be applied to, their limitations
and assumptions
• utilises secondary sources to design and conduct
safe, ethical investigations to collect valid, reliable
data in response to a specific question, hypothesis
or problem
• selects and applies theories and models of systems
and processes to make plausible predictions,
explain new phenomena and solve complex
problems
For the biological contexts studied, the student:
• evaluates the origins and significance of key findings
and the role of technologies, debate and review in
the development of biological concepts, theories and
models
• selects, constructs and uses appropriate
representations to communicate understanding,
solve complex problems and make plausible
predictions
• communicates clearly and accurately in a wide
range of modes, styles and genres (including
scientific reports) for specific audiences and
purposes
D
R
• evaluates how biological science has been used in
concert with other sciences to meet diverse needs
and inform decision making; and the social,
economic and ethical implications of these
applications
• evaluates processes and claims; provides an
evidence-based critique and discussion of
improvements or alternatives
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
B
For the biological systems studied, the student:
• explains how system components are inter-related
and function
• explains how systems are impacted by external
factors; and how the system responds
• explains the theories and model/s used to describe
the system; the phenomena they can be applied to,
and their limitations
• applies theories and models of systems and
processes to make plausible predictions, explain
phenomena and solve problems
For the biological contexts studied, the student:
• explains how biological science has been used to
meet diverse needs and inform decision making;
and the social, economic and ethical implications of
these applications
C
• designs and conducts safe, ethical investigations to
collect valid, reliable data in response to a specific
question, hypothesis or problem
• analyses data sets to identify causal and
correlational relationships between variables
• represents data accurately , selects data as
evidence and provides evidence for conclusions
• evaluates processes and claims; provides a critique
with reference to evidence and identifies possible
improvements or alternatives
• selects, constructs and uses appropriate
representations to communicate ideas, solve
problems and make predictions
• communicates clearly and accurately in a range of
modes, styles and genres (including scientific
reports) for specific audiences and purposes
AF
T
• explains the origins and significance of key findings
and the role of technologies, debate and review in
the development of biological concepts, theories and
models
For the biological contexts studied, the student:
For the biological systems studied, the student:
• describes the system components and their function
• identifies the factors that cause change to the
system
• describes key aspects of a model or theory used to
describe the system
R
• applies a theory or model of system process to
explain phenomena
For the biological contexts studied, the student:
D
• describes key findings and the role of technologies
and review in the development of biological
concepts, theories and models
• describes how biological science has been used to
meet needs and inform decision making; and some
implications of these applications
Draft Senior Secondary Curriculum
For the biological contexts studied, the student:
• designs and conducts safe, ethical investigations
which enable collection of valid data in response to
a specific question, hypothesis or problem
• analyses data to identify relationships between
variables
• selects and represents data to demonstrate
relationships and constructs conclusions based on
data
• assesses processes and claims and suggests
improvements or alternatives
• selects and uses appropriate representations to
communicate ideas, solve problems and make
predictions
• communicates accurately in a range of modes,
styles and genres (including scientific reports) for
specific purposes
Not for wider distribution
26 April 2012
D
For the biological systems studied, the student:
• identifies the system components
For the biological contexts studied, the student:
• follows procedures to conduct safe, ethical
investigations and collects required data
• identifies changes to the system
• describes key aspects of a model used to describe a
system process
• identifies phenomena that can be explained by a
biological process
For the biological contexts studied, the student:
• identifies that biological ideas have changed over
time and that science ideas are communicated
within the science community
• analyses data to identify simple trends and
relationships
• presents simple conclusions based on selected data
• considers processes and claims from a personal
perspective
• communicates using key representations in a range
of modes and genres (including simple scientific
reports)
E
AF
T
• describes ways in which biological science has been
used in society to meet needs
For the biological systems studied, the student:
For the biological contexts studied, the student:
• identifies some parts of the system
• follows procedures to make and record observations
• identifies some system processes
• identifies simple trends in data and presents basic
conclusions
• describes observed phenomena
For the biological contexts studied, the student:
• identifies that biological ideas have changed over
time
• considers claims from a personal perspective
• communicates using some scientific terms in a
range of modes and genres
D
R
• describes ways in which biological science has been
used in society
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Glossary
Adaptation
A physical, physiological or behavioural characteristic that is inherited and which results in an
individual being more likely to survive and reproduce in its environment.
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,
similarities and differences.
Biochemical (systems/processes)
Involving chemical reactions in living organisms.
Biomass pyramid
Biosecurity
AF
T
A representation of the total biomass at each trophic level within a system.
Safeguards against biological threats to ecosystems, such as transmission of infectious diseases or
the unintended spread of genetically modified species and plant and animal pests.
Biotechnology
The use of living organisms and biological processes to make or modify products or processes.
Carrying capacity
The largest number of individuals (within populations) that can be supported by the ecosystem.
Characteristic
R
Distinguishing aspect (including features and behaviours) of an object material, living thing or event.
Classify
Arrange into named categories in order to sort, group or identify.
D
Comparative anatomy
The study and comparison of the anatomical structures of different organisms.
Comparative genomics
The study and comparison of the genome structure and function of different species.
Competition
Interactions between individuals, populations or species in order to obtain limited, necessary
resources, such as food, light, mates, territory.
Conclusion
A judgement based on evidence.
Contemporary science
New and emerging science research and issues of current relevance and interest.
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Conventions
Agreed methods of representing concepts, information and behaviours.
Data
The plural of datum; the measurement of an attribute, e.g. the volume of gas or the type of rubber.
This does not necessarily mean a single measurement: it may be the result of averaging several
repeated measurements and these could be quantitative or qualitative.
Differentiation (cells)
The process by which a less specialised cell develops or matures to become more distinct in
structure and function in order to carry out a specialised role.
Ecological survey techniques
Ectothermic
AF
T
Techniques used to survey, measure, quantify, assess and monitor biodiversity and ecosystems in
the field; techniques used depend on the subject and purpose of the study. Techniques may include
random quadrats, transects, capture - recapture, nest survey, netting, trapping, flight interception,
beating trays, dry extraction from leaf litter samples, 3-minute habitat-proportional sampling of
aquatic habitats, aerial surveys and soil, air and water sampling.
Regulation of body temperature depends largely on exchanging heat with the environment.
Endothermic
Regulation of body temperature depends largely on changes in metabolic reactions.
Environment
R
All of the surroundings, both living (biotic) and non-living (abiotic).
Evidence
D
In science, evidence is data that is considered reliable and valid and which can be used to support a
particular idea, conclusion or decision. Evidence gives weight or value to data by considering its
credibility, acceptance, bias, status, appropriateness and reasonableness.
Experimental (investigation)
An investigation that involves carrying out a practical activity.
Field work
Observational research undertaken in the normal environment of the subject of the study.
Hypothesis
A tentative idea, based on observation that can be supported or refuted by experiment.
Investigation
A scientific process of answering a question, exploring an idea or solving a problem that requires
activities such as planning a course of action, collecting data, interpreting data, reaching a conclusion
and communicating these activities.
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Law
Statement of a relationship based on available evidence.
Material
A substance with particular qualities or that is used for specific purposes.
Matter
A physical substance; anything that has mass and occupies space.
Model
A representation that describes, simplifies, clarifies or provides an explanation of the workings,
structure or relationships within an object, system or idea.
AF
T
Molecular homology
The study and comparison of amino acid sequences of proteins of different species.
Multi-model text
Text that combines two or more communication modes e.g. print text, image and spoken word as in
film or computer presentations.
Osmoregulation
Regulation of the concentration of dissolved substances in cell or body fluids.
Population
A group of organisms of one species that interbreed and live in the same place at the same time.
R
Primary source
In science, a primary source is information created by the person or persons directly involved in a
study or observing an event.
Property
D
Attribute of an object or material, normally used to describe attributes common to a group.
Punnett squares
A grid showing all possible combinations of alleles in a genetic cross named after Reginald Punnett.
Qualitative data
Information that is not numerical in nature.
Quantitative Data
Numerical Information.
Random drift
The process of change in the genetic composition of a population due to chance or random events
rather than by natural selection, resulting in changes in allele frequencies over time.
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Reliable data
Data that has been judged to have a high level of reliability; reliability is the degree to which an
assessment instrument or protocol consistently and repeatedly measures an attribute achieving
similar results for the same population.
Report
A written account of an investigation.
Representation
Diagrams, illustrations, models, mathematical equations and graphs used to explain or communicate
ideas and conclusions.
Research
AF
T
To locate, gather, record and analyse information in order to develop understanding.
Resilience (of ecosystems)
The capacity of ecosystems to respond to disruption and restore essentially the same interactions
between ecosystem components.
Respiration (cellular)
The series of biochemical reactions and processes that take place in the cells of organisms to convert
biochemical energy from nutrients into adenosine triphosphate (ATP).
Scientific language
Terminology that has specific meaning in a scientific context.
R
Secondary source
Information that has been compiled from primary sources by a person or persons not directly
involved in the original study or event.
Selection pressures
D
Factors limiting survival and reproduction of organisms including limits on resources (nourishment,
habitat space, mates) and the existence of threats (predators, disease, adverse weather).
Selective breeding
The process of breeding individual plants and animals with chosen traits to change the frequency of
occurrence of certain qualities within the species.
Simulation
A representation of a process, event or system which imitates the real situation.
Specialisation (cell)
Specific structure or biochemistry of cells which perform a specific role within an organ or tissue.
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012
Succession
Process of more or less orderly and predictable changes in an ecological community following
disturbance or initial colonisation of new habitat. Involving the progressive replacement of one
dominant type of species or community by another.
Sustainable
Supports the needs of the present without compromising the ability of future generations to support
their needs.
System
A group of interacting objects, materials or processes that form an integrated whole.
Technology
Theory
AF
T
The development of products, services, systems and environments, using various types of
knowledge, to meet human needs and wants.
An explanation of a set of observations that is based on one or more proven hypotheses which has
been accepted through consensus by a group of scientists.
Thermoregulation
The ability of an organism to keep its body temperature within tolerance limits, even when the
surrounding temperature is very different.
Tolerance limits
R
The upper and lower limits to the range of particular environmental factors such as temperature and
availability of water, within which an organism can survive.
Trend
General direction in which something is changing.
D
Uncertainty (in data)
A range of measured values in collected data.
Validity
The extent to which tests measure what was intended; the extent to which data, inferences and
actions produced from tests and other processes are accurate.
Variable
A factor that can be changed, kept the same or measured in an investigation e.g. time, distance,
light, temperature.
Draft Senior Secondary Curriculum
Not for wider distribution
26 April 2012