Working for our future – today
Senior
Biology
Watersaver education program
Senior
Biology
Contents
Water and the environment
Introduction
General objectives
Unit plans
Useful resources
References
Appendices
■
Native animals in or near creeks on the Gold Caost
■
Native animals of Gold Coast rainforests
■
Native animals of Gold Coast eucalypt forests and woodland areas
■
Fact sheet - Eagleby wetlands project stage three
■
Fact sheet - Animal life
■
Fact sheet - South East Queensland catchment
■
Fact sheet - Catchment and water quality
■
Declared plants of Queensland
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Senior
Biology
Introduction
There are a wide range of different ecosystems within
Australia. These include sandy beaches, rocky shores,
wetlands, mangroves, freshwater rivers and estuaries.
All ecosystems have different abiotic factors which allow
a diverse range of plant and animal life to live there.
Gold Coast
The Gold Coast City Council has produced detailed
ecological significance and vegetation maps (www.
goldcoast.qld.gov.au/t_standard2.aspx?pid=5949). These
clearly show the vegetation on the Gold Coast including
species like the Scribbly bark (Eremophila racemosa),
Broadleaved Paperbark (Melaleuca quinquenervia) and Red
Mangrove (Rhizophora stylosa). The Gold Coast contains
a diversity of different species – 1672 native plant, 357
species of bird, more than 105 species of reptiles and
amphibians and more than 90 species of mammal. A full
list of the flora and fauna of the Gold Coast can be found
on the Gold Coast City Council Nature Conservation
Database (www.goldcoastflorafauna.com.au).
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Information for teachers
The two work sheets
■
Worksheet:
Ecosystems
Students can make decisions about
water quality by observing and
analysing data from the field.
■
Worksheet: Investigating the
environmental impact of a development
on a local water source. Link with the key
concepts within The State of Queensland
- Senior Biology Syllabus that contain UB
(Understanding Biology), IB (Investigating
Biology) and EBI (Evaluating Biological
Issues) questions. They can then be
developed into an extended research
assessment item if desired.
Senior
Biology
General objectives
Information for teachers
Senior biology syllabus links
UB
Understanding biology
IB
Investigating biology
1
recall ideas, concepts and theories of biology
2
2
describe biological ideas, concepts and
theories applied to a range of situations
design, manage and carry out experimental
and non-experimental investigations
3
develop skills and processes required to
collect, organise, interpret,model and
present primary and secondary data
4
analyse data gathered from investigations.
3
EBI
apply and link ideas, concepts and theories to
explain phenomena in a range of situations.
Evaluating biological issues
2
explain the explicit and implicit meanings of
information selected from various sources
3
evaluate and assess the reliability, authenticity,
relevance, accuracy and bias of the sources
and methods of the collection of information
4
justify decisions and develop future
scenarios based on the interpretation
and analysis of current information.
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AV
Attitudes and values
1
demonstrate collegiality and cooperation
3
retain a commitment to scientific reasoning,
openness to new ideas, intellectual
honesty and respect for evidence
4
appreciate the contribution of biology to
local, national and international issues
5
acknowledge responsibility when making
decisions about the use of biological information
6
develop respect and appreciation for
the natural world and minimise human
impact on the environment.
General objectives
Senior Biology
Information for teachers
Key concepts and ideas
Key concepts
2
Multicellular organisms are functioning sets of interrelated systems.
3
Organisms live an interdependent existence in environments to which they are adapted.
4
A variety of mechanisms results in continual change at all levels of the natural world.
5
There are processes which maintain dynamic equilibrium at all organisational levels.
Key ideas
4
Energy required by all living things is obtained in different ways.
6
The set of systems comprising an organism enables it to function in its environment.
7
All systems are interrelated and interdependent.
9
Different types of multi-cellular organisms have different roles in an environment.
11 The external features and internal functioning of organisms together allows an organism to meet its needs.
12 Abiotic and biotic factors in an environment influence the size of populations and the make up of communities.
13 Energy and matter move through ecosystems.
14 Human actions have significant impacts on interactions within an environment.
15 Different organisms perform different interdependent roles in an ecosystem.
16 An organism has adaptations specific to its environment.
20 The activity of organisms changes the environment.
21 Evidence shows that organisms and ecosystems change through time.
26 Humans group organisms in various ways to make sense of diversity and to aid communication.
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Senior
Biology
Unit plans
Information for teachers
Classification systems
Key concepts and ideas
2
26
Learning experiences and geographical skills
●
Teacher explanation and questioning about the
introduction to five kingdom classification: animal,
plant, fungi, monera, protoctista and the basic division
of each kingdom including phylum, class, order, family,
genus, species. Reference to binomial nomenclature.
Introduction to ecosystems
Key concepts and ideas
3
4
9
12
13
15
16
20
Learning experiences and geographical skills
●
Individual library research to develop skills for collecting,
organising and interpreting data to recall ideas linked to
ecosystems of Australia: location, biotic and abiotic factors.
●
Teacher explanation and individual activities to
recall the concepts of the cycling of nutrients
(nitrogen and carbon) within ecosystems.
The following resources and fact sheets are useful:
●
Australian Natural Resources map maker - www.
anra.gov.au/mapmaker/mapservlet?app=anra
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Senior Biology
Information for teachers
Unit plans
Ecosystems of the Gold Coast
Key concepts and ideas
3
7
20
4
9
The following resources are useful for this section:
12
14
15
Work sheet: Ecosystems of the Gold Coast.
●
Native animals in or near creeks and
rivers on the Gold Coast.
●
Native animals of rainforests on the Gold Coast.
●
Native animals of the Gold Coast's eucalypt
forests and woodland areas.
●
Guidelines for fresh water quality (http://www.mincos.
gov.au/publications/australian_and_new_zealand_
guidelines_for_fresh_and_marine_water_quality).
16
26
Learning experiences and geographical skills
●
Group field work around the school grounds or local area
to develop skills and processes needed to use different
sampling techniques. They are required for collecting,
organising and interpreting abiotic and biotic data and
information from different ecosystems in your district.
●
Learning to identify, classify and list the
status of the species (rare, extinct in the wild,
endangered, vulnerable, near-threatened and
least concern) within the ecosystems studied.
●
Individual problem solving to develop skills for interpreting
information to construct food webs and describe
biological ideas about animal and plant adaptations.
●
Teacher explanation, questioning and individual problem
solving to describe populations and apply these theories
to other factors that affect the populations of a species;
predator and prey relationship, competition between
species, mutualism and commensalism (definition of
commensalism: is a type of symbiosis, specifically, a
biological relationship in which one species benefits
from an interaction, while the host species is neither
positively or negatively affected to any tangible degree).
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●
5
Senior Biology
Information for teachers
Unit plans
Human intervention on ecosystems
Key concepts and ideas
3
4
7
9
20
26
The following resources are useful:
5
12
14
15
●
goldcoastcity.com.au.
●
information about threatened species in your area.
16
Learning experiences and geographical skills
●
Teacher explanation, questioning and group problem
solving to discuss and recognise the effects of human
intervention on habitats, ecosystems and species
populations. Relate to ecosystem investigated.
●
Human intervention could include deforestation,
production of human waste, introduced species,
land clearing, over use of resourses and DDT.
Field trip to a local water source
Key concepts and ideas
3
4
5
6
7
9
11
15
16
20
26
The following resources are useful:
12
●
Work sheet: Investigating the environmental impact
of a development on a local water source.
●
Work sheet: Aquatic invertebrate data sheet.
●
Guide to identifiying macro-invertebrates http://www.qld.
waterwatch.org.au/resources/pdf/bug_id_partb_web.pdf
●
Identification books for native Australian
plants, birds and animals.
●
Copies of the flora and fauna of your district.
●
Determining water quality http://www4.bluevalleyk12.
org/BVNW/jmohn/fieldbiology/macroinvertebrates/
●
Equipment to use to test the water quality,
fluoride, pH, dissolved oxygen, temperature .
●
Equipment to use to test the soil quality and pH.
●
Apparatus can be borrowed from Griffith University
Gold Coast campus. Contact scienceonthego@
griffith.edu.au for more information or small test
kits (to test for phosphates, nitrates and nitrites)
can be purchased from hardware stores.
●
Dip nets, trays and macroinvertebrate identification books.
14
Learning experiences and geographical skills
●
●
Group field trip to a local water source to
investigate possible effects on the environment
of a development project and the introduction
of recycled water on the local water source.
Learning to develop skills for collecting quantitative
and qualitative data on the soil quality, water
quality, flora and fauna of the local water source
through chemical and biological methods.
●
Learning to organise and interpret information gathered.
●
Individual problem solving to hypothesise and justify
the effects of a disruption to the biological system.
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Senior Biology
Information for teachers
Unit plans
Useful resources
Web address
Learning experiences available
Australian and New Zealand guidelines for
fresh and marine water quality (2000)
This website provides information on the
critical levels of heavy metals in irrigation
water for a question in the work sheet.
http://www.mincos.gov.au/__data/assets/
pdf_file/0020/316127/wqg-ch4.pdf
Australian Natural Resources Map Maker
www.anra.gov.au/mapmaker/mapservlet?app=anra
Determining water quality
http://www4.bluevalleyk12.org/BVNW/jmohn/
fieldbiology/macroinvertebrates/
This website has information on using aquatic
invertebrates to determine water quality including
sampling techniques and identification cards.
Gold Coast City Council
www.goldcoastcity.com.au
Griffith University Science on the GO!
E-mail: [email protected]
Healthy Waterways
Apparatus can be borrowed from Griffith
University Gold Coast campus.
Fact sheets about:
●
animal life.
Queensland Government
Fact sheets about:
www.derm.qld.gov.au
●
blue-green algae: general information
●
catchments and water quality
●
irrigation water quality: salinity and soil structure stability.
Department of Agriculture, Fisheries and Forestry
Fact sheets about:
www.daff.qld.gov.au
●
declared animals of Queensland
●
declared plants of Queensland.
Waterwatch Australia
www.waterwatch.org.au
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This website has information on monitoring water
quality and record sheets for field work.
Senior
Biology
Worksheet
Information for teachers
Ecosystems of the Gold Coast
General objectives
UB
1
2
IB
2
3
EBI
2
4
AV
2
3
4
4
5
6
Key concepts and ideas
3
4
5
4
6
7
9
11
12
14
15
16
20
21
26
13
Introduction
Task
An ecosystem can be described as ‘a group of biotic
and abiotic factors which live together and have mutual
relationships’ (biology-online.org/dictionary/Ecosystem).
The climate on the Gold Coast is sub tropical, with average
rainfall ranging from 1500 millimetres in coastal areas to
3000 millimetres in the hinterland. The Gold Coast contains
a wide range of natural ecosystems - marine, estuarine and
fresh water ecosystems, coastal heaths, open forests, closed
forest and rainforest. As well as these natural ecosystems,
human land uses such as grazing, agriculture, forestry and
urban development, increase the range of ecosystems. The
Gold Coast contains a diverse range of different species
- 1550 species of native plant, 323 species of bird, more
than 105 species of reptiles and amphibians and more than
72 species of mammal. (Source: Our Living City Report).
●
To investigate the different abiotic and
biotic factors of a chosen ecosystem.
●
To develop skills to collect, organise, identify,
interpret and analyse primary and secondary
data from the chosen ecosystem.
●
To classify the variety of plant and animal
life identified in the ecosystem and use this
information to produce food webs.
●
To make justified predictions on the introduction
of different factors into an ecosystem.
●
To collect information on the ecosystem studied
including written observations, sketches,
photographs and quantitative data.
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Worksheet
UB
Senior Biology
Information for teachers
1. Introductory questions
Definition of an abiotic factor: __________________________________________________________________________________
Definition of a biotic factor: ____________________________________________________________________________________
Produce a written statement that briefly describes the ecosystem you are investigating:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Ib
2. Sketch of sample area
Draw a neat, labelled sketch of the area to be studied. Your sketch should include:
●
date and time of sketch
●
direction of north
●
buildings and other structures
●
areas of water
●
areas of vegetation.
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Senior Biology
Information for teachers
Worksheet
Ib
3. Abiotic factors
Use the test kits and equipment to gather data on the abiotic factors of the ecosystem (s)
and record in the table below (* the air temperature and rainfall could be recorded over a number of days).
Abiotic factors of the ecosystem
Data for chosen area
Air temperature (oC)
Description of substrate
(rock type, soil or sand)
pH of soil
Penetration of sunlight (%)
Average rainfall (millimetres)
Average temperature of area(s) of water (oC)
pH of areas of water
Ib
Biotic factors – Plants
Name of plant
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Scientific name
of plant
Labelled sketch
of leaf
Labelled sketch
of flower or fruit
Status of plant
Senior Biology
Information for teachers
Worksheet
Animals
Name of animal
Scientific name
of animal
Labelled sketch
of animal
Written
description
of animal
Status of animal
1. Produce a food web to show the interrelationships between the species in your chosen area (UB).
2. A student collected a sample of irrigated water used within your ecosystem and decided to quantitatively test the
sample using the Atomic Absorption Spectrophotometer for different metals. Her results are shown below:
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Metal tested
Level of metal in irrigation water (megalitres)
Cadmium
0.2
Lead
1.5
Copper
0.4
Mercury
0.0005
Zinc
6
Worksheet
Senior Biology
Information for teachers
a. Explain the meaning of the data produced by comparing it to the critical levels of
heavy metals which can be tolerated within an ecosystem (IB).
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
b. Analyse the data and then produce justified predictions on the possible effects of the
use of the irrigated water on the surrounding plant and animal life (EBI).
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
c. In the future, to continue making use of this irrigated water, the quality of the water will have to be
improved. Identify possible methods that can ‘clean’ the water of the heavy metals with the least
damage to the surrounding environment. Justify your choices using secondary research. (EBI).
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
(use more paper for questions if required)
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Senior
Biology
Worksheet
Information for teachers
Investigating the environmental impact
of a development on a local water source
General objectives
UB
1
2
3
Ib
2
3
4
Ebi
2
3
4
Av
1
2
3
4
5
Key concepts and ideas
3
4
5
7
9
14
Introduction
All major development projects must complete an
Environmental Impact Assessment (EIA). An EIA studies all
the environmental, cultural, social and economic impacts
(positive and negative) associated with the project. This
includes the impacts on the soil, drainage, water quality,
air quality, noise, flora and fauna. The EIA also suggests
recommendations to minimise the impacts on the surrounding
environment. This includes moving fauna, stripping then
reinstating topsoil and rehabilitating vegetation.
In response to a drought situation and the growing population
in South East Queensland, the Queensland Water Commission
has developed a regional water grid that produces alternate
water supplies and links water sources. One project is the
use of recycled water in dual reticulation schemes, such as
the Pimpama Coomera Master Plan on the Gold Coast. The
wastewater is cleaned using processes including screening,
settlement, nutrient removal and disinfection. The risk from
treated, disinfected effluent has generally found a low risk
to human health from re-use. According to the Queensland
Water Recycling Guidelines, ‘highly treated recycled water
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may be used to create artificial wetlands or to restore natural
wetlands degraded by drought or over-extraction of water’
(Queensland Water Recycling Guidelines, 2005, page 61).
Scenario
You work for the Department of Natural Resources and
Mines (DNRM) and have been given the task of producing
part of an Environmental Impact Assessment (EIA) on
your chosen local water source as a result of a recent
announcement from the Queensland Government. The
Queensland Government has put forward a proposal for
a new development as part of the South Eastern Water
Grid to be developed near your local water source.
The key elements of the project include:
●
the building of a new wastewater treatment plant
●
the building of pipelines to bring wastewater to
the plant and Class A+ water from the plant
●
the use of the Class A+ recycled water to
replenish your local water source.
Senior Biology
Information for teachers
Worksheet
Task
You have to produce a report for part of the
Environmental Impact Assessment (EIA) that looks
at the impacts the development could have on the
abiotic and biotic factors of your local water source.
Your report should include:
●
a sketch of your chosen local water source
(wetland, dam, pond, river)
●
quantitative and qualitative data on the different abiotic
and biotic factors from your local water source
●
interpretation and analysis of the data to make
judgements on how healthy your local water source is
●
information and secondary research to make justified
predictions and informed decisions on the impacts
of the development on the local water source
●
justified recommendations and conclusions
to reduce the impact on your local water
source of the proposed development.
●
Record findings in acquatic invertebrate datasheet.
●
The health of a local water source can be calculated
by using the numbers totalled in the table.
●
The overall sensitivity score can be calculated by doing
B/A and then comparing the score with the table below.
Biological monitoring of aquatic invertebrates
An understanding of aquatic invertebrates is a necessary
component in the conservation and management of
water sources. Aquatic invertebrates are useful for
biological monitoring due to their position in a wetland
food chain (some are detrivores and others are primary or
secondary consumers), their abundance, their sensitivities
and tolerances to a range of pollutants. Use the dip
nets and the white trays to carefully collect samples of
macroinvertebrates from the different water systems.
Carefully return all macroinvertebrates to the water system.
Sensitivity score
Rating categories
Total
specimens
identified
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> 4.5
3.5 – 4.5
< 3.5
>9
Good
Moderate
Moderate
3-9
Moderate
Moderate
Poor
<3
Moderate
Poor
Poor
Senior Biology
Information for teachers
Worksheet
Very tolerant
Tolerant
Sensitive
Aquatic invertebrate data sheet
Pollution
sensitivity
score
Common name
Scientific
name
Mayfly nymph
Ephemerotera
10
Caddis fly larva
Trichoptera
10
Stonefly nymph
Plecoptera
9
Riffle beetle adult
Coleoptera
8
Riffle beetle larva
Coleoptera
8
Crane fly larva
Diptera
6
Water mite
Acariformes
6
Water flea
Cladocera
5
Whirligig beetle adult
Coleoptera
5
Whirligig beetle larva
Coleoptera
5
Black fly larva
Diptera
5
Water measurer
Hemiptera
4
Damselfly larva
Odonata
4
Dragonfly larva
Odonata
4
Freshwater yabby
Decapoda
4
Scud
Amphipoda
4
Freshwater shrimps
Decapoda
4
Biting midge larva
Diptera
4
Copepods
Copepod
4
Water strider
Hemiptera
4
Seed shrimp
Ostracoda
4
Soldier fly larva
Diptera
4
Water Scorpion
Hemiptera
3
Freshwater slater
Isopoda
3
Freshwater mussel
Bivalvia
3
Scavenger water beetle adult
Coleoptera
3
Scavenger water beetle larva
Coleoptera
3
Mosquito larva
Diptera
3
Flatworm
Turbellaria
3
Non-biting midge larva
Diptera
3
Freshwater crab
Decapoda
2
Freshwater snail
Gastropoda
2
Hydra
Hydrozoa
2
Back swimmer
Coleoptera
2
Leech
Hirudinia
2
Predacious diving beetle adult
Coleoptera
2
Predacious diving beetle larva
Coleoptera
2
Roundworm
Nematoda
2
Water boatman
Hemiptera
1
Segmented worm
Oligochaeta
1
Totals
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Tick if
identified
in water
source
Pollution
sensitivity
Numbers
seen
(approx)
A
add up √
B
add scores
C
Worksheet
Senior Biology
Information for teachers
References
1. Australian Government (2007), Australian Natural Resources Atlas: Map Maker. Retrieved
January 2008 from www.anra.gov.au/mapmaker/mapservlet?app=anra
2. Australian and New Zealand Guidelines for Fresh and Marine Water Quality (2000). The Guidelines- Volume One.
Chapter Four. Retrieved January 2008 from www.mincos.gov.au/__data/assets/pdf_file/0020/316127/wqg-ch4.pdf
3. Biology Online (2007). Retrieved January 2008 from www. biology-online.org/dictionary/Ecosystem
4. Gold Coast City Council (2008), Gold Coast Waterfuture, Pimpama Coomera Waterfuture.
Retrieved January 2008 from www.goldcoast.qld.gov.au/t_gcw.asp?PID=5885
5. Gold Coast City Council (2007), Beaches to Bushland Program. Retrieved February
2008 from www.goldcoastwater.qld.gov.au/t_standard2.aspx?pid=7015
6. Gold Coast City Council (2007), Native animals living in or near creeks and rivers of the Gold Coast. Retrieved
January 2008 from www.goldcoast.qld.gov.au/attachment/environment/native_animals_riparian_areas.pdf
7. Gold Coast City Council (2007), Native animals of Gold Coast rainforest areas. Retrieved January 2008
from www.goldcoastwater.qld.gov.au/attachment/environment/native_animals_rainforest.pdf
8. Gold Coast City Council (2007), Native animals of Gold Coast’s eucalypt and woodland areas. Retrieved
January 2008 from www.goldcoast.qld.gov.au/attachment/environment/animals_eucalypt_woodlands.pdf
9. Gold Coast City Council (2004), Nature Conservation Database. Retrieved
January 2008 from www.goldcoastflorafauna.com.au/
10. Gold Coast City Council (2005), Our Living City Report. Chapter Two:
A description of the Gold Coast Area. Retrieved January 2008 from www.goldcoastwater.
qld.gov.au/attachment/publications/our_living_city0405_chp2.pdf
11. Gold Coast City Council (2007), Threatened Species.
Retrieved January 2008 from www.goldcoast.qld.gov.au/t_standard.aspx?pid=7095
12. Gold Coast City Council (2007),Vegetation and ecological significance maps.
Retrieved January 2008 from www.goldcoast.qld.gov.au/t_standard2.aspx?pid=5949
13. Gold Coast City Council (2007), Vegetation types. Retrieved January 2008
from www.goldcoast.qld.gov.au/t_standard.aspx?pid=7031
14. Gold Coast City Council (2006), Waterway Ecosystem Health Report Card 2006.
Retrieved January 2008 from www.goldcoastwater.com.au/t_news_item.aspx?pid=6327
15. Gold Coast and Hinterland Environment Council (2008), Welcome to Gecko.
Retrieved March 2008 from www.gecko.org.au/index.php?index
16. Gulliver Media Australia (2007), Australian ecosystems. Retrieved January
2008 from www.gullivermedia.com.au/eco.html
17. Healthy Waterways (2002), Education resources. Retrieved January 2008 from
www. healthywaterways.org/PAGE191216PMWL1BPA.html
18. Watersecure (2010), Desalination - fresh water from www.the sea. Retrieved November 2010 from
watersecure.com.au/images/stories/factsheets/watersecure_factsheet_desalination_web.pdf
19. Mohn, J. (2006), BVNW Biology web: Determining water quality using aquatic macroinvertebrates. Retrieved
January 2008 from www.bv229.k12.ks.us/bvnwbiology/fieldbiology/macroinvertebrates/index.htm
20. Queensland Government Environmental Protection Agency (2003), Role of the Environmental Protection
Agency in Environmental Impact Assessments. Retrieved January 2008 from www.epa.qld.gov.au/publications/
p00708aa.pdf/Role_of_the_environmental_protection_agency_in_environmental_impact_assessment.pdf
21. Queensland Government Environmental Protection Agency (2005), Queensland Water
Recycling Guidelines December 2005. Retrieved January 2008 from www.nrw.qld.
gov.au/compliance/wic/pdf/guidelines/recycle/recycle_guidelines.pdf
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Worksheet
Senior Biology
Information for teachers
22. Queensland Government Environmental Protection Agency (2006), Threatened plants and animals. Retrieved
January 2008 from www.epa.qld.gov.au/nature_conservation/wildlife/threatened_plants_and_animals
23. Queensland Government Natural Resources and Water (2007), Fact sheets. Retrieved
January 2008 from www.nrw.qld.gov.au/factsheets/index.php
24. Queensland Government (2007), Western Corridor Recycled Water Project. Fact sheet: ESIA process. Retrieved
January 2008 from www.westerncorridor.com.au/media/fact_sheets/ESIA_Process_FACT_SHEET.pdf
25. Queensland Government (2007), Western Corridor Recycled Water Project. Fact sheet: Managing the environment.
Retrieved January 2008 from www.westerncorridor.com.au/media/fact_sheets/Environment_A4.pdf
26. Queensland Government (2007), Western Corridor Recycled Water Project. Fact sheet: Water recycling. Retrieved
January 2008 from www.westerncorridor.com.au/media/fact_sheets/Water_Recycling_FACT_SHEET.pdf
27. Queensland Studies Authority (2004, amended 2006), Biology senior syllabus.
Retrieved February 2008 from www.qsa.qld.edu.au/syllabus/1946.html
28. Queensland Water Commission (2007), Projects: South East Queensland Water Grid. Retrieved
January 2008 from www.qwc.qld.gov.au/Projects+-+South+East+Queensland+Water+Grid
29. Queensland Water Commission (2007), Water supply projects. Retrieved January 2008 from www.qwc.qld.gov.au/Projects
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Senior
Biology
Appendices
Native animals in or near creeks on the Gold Coast - pg1
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Information for teachers
Appendices
Native animals in or near creeks on the Gold Coast - pg2
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Senior Biology
Information for teachers
Appendices
Native animals in or near creeks on the Gold Coast - pg3
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Senior Biology
Information for teachers
Appendices
Native animals of rainforests on the Gold Coast - pg 1
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Senior Biology
Information for teachers
Appendices
Native animals of rainforests on the Gold Coast - pg 2
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Senior Biology
Information for teachers
Appendices
Senior Biology
Information for teachers
Native animals of the Gold Coast's eucalypt forests and woodland areas - pg1
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Appendices
Senior Biology
Information for teachers
Native animals of the Gold Coast's eucalypt forests and woodland areas - pg2
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Appendices
Senior Biology
Information for teachers
Native animals of the Gold Coast's eucalypt forests and woodland areas - pg3
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Appendices
Senior Biology
Information for teachers
Native animals of the Gold Coast's eucalypt forests and woodland areas - pg4
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Appendices
Fact sheet - Eagleby wetlands project stage three - pg1
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Senior Biology
Information for teachers
Appendices
Fact sheet - Eagleby wetlands project stage three - pg2
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Senior Biology
Information for teachers
Appendices
Healthy Waterways: Fact sheet - Animal life
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Senior Biology
Information for teachers
Appendices
Senior Biology
Information for teachers
Healthy Waterways: Fact sheet - South East Queensland catchment - pg1
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Appendices
Senior Biology
Information for teachers
Healthy Waterways: Fact sheet - South East Queensland catchment - pg2
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Appendices
Fact sheet - Catchments and water quality - pg1
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Senior Biology
Information for teachers
Appendices
Fact sheet - Catchments and water quality - pg2
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Senior Biology
Information for teachers
Appendices
Declared plants of Queensland - pg1
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Senior Biology
Information for teachers
Appendices
Declared plants of Queensland - pg2
Make your water mark!
Senior Biology
Information for teachers
Appendices
Declared plants of Queensland - pg3
Make your water mark!
Senior Biology
Information for teachers