Biology ATAR Units 1 & 2

2015 year 11

Mrs Brown

Name:

COURSE GUIDE

Wk Content Text reference Assessments & Practicals

Term 1 Semester 1

1

Introduction

Science inquiry skills

Microscopy skills

Text Ch. 13 p. 332-337 p. 157 Handout

2

CELLS: BASIC UNIT OF LIFE Cell requirements

Inputs/outputs

Autotrophs/heterotrophs

Nutrient requirements

Wastes Prokaryotes & eukaryotes

Differences

Theoretical evolutionary past

Text Ch. 7 p. 152-159 p.167

Practical 1: Field of view

3

Cells: structure & function

Organelles

Text Ch. 7 p. 160-163 p. 175-177

Practical 1 due: Field of view Formative assessment

4

Cell membrane

Osmosis

Concentration gradient

Fluid mosaic model

Transport

Surface area to volume ratio

Text Ch. 8 p. 184-206 Investigation 1: Beetroot practical

5

Enzymes

Aid the synthesis of biological molecules such as carbohydrates, proteins and lipids

Lock and key model

Induced fit model

Factors affecting enzyme function:

Temperature

pH

Presence of inhibitors

Concentrations of reactants and products

Text Ch. 7 p.171-174 Ch. 9 p.212-222

Investigation 1 due: Beetroot practical

6

Metabolism

Definition

Physical processes

Chemical processes Cellular respiration

Factors affecting respiration

Text Ch. 7 p.167-168 Text Ch. 9 p. 229-233

Investigation 2: Respiration & stomata

7 CAMP

8

Photosynthesis

Factors affecting photosynthesis MULTICELLULAR ORGANISMS Hierarchical structure & organisation

Unicellular organisms

Cell colonies

Multicellular organisms

Animals

Plants

Fungi

Text Ch. 9 p. 226-229 Text Ch. 10 p. 242-244 p. 251-257 p. 259-261

TOPIC TEST 1: Cells

Wk Content Text reference Assessments & Practicals

Term 1 Semester 1

9

Hierarchical structure & organisation

Unicellular organisms

Cell colonies

Multicellular organisms

Animals

Plants

Fungi Interaction between the internal & external environment – ANIMALS

Gas exchange

Respiratory systems

Text Ch. 10 p. 242-244 p. 251-257 p. 259-261 Text Ch. 11 p. 275-277

Investigation 2 due: Respiration & stomata Extended response 1: Invertebrate gas exchange & nutrient acquisition

Hand out to students

Term 2 Semester 1

1

Interaction between the internal & external environment – ANIMALS

Acquisition of nutrients

Digestive systems

Internal transport of materials

Circulatory systems

Text Ch. 11 p. 278-284 p. 266-274

2

Interaction between the internal & external environment – PLANTS

Plant structure and function

Gas exchange

Transport of water

Text Ch. 12 p. 298-301 p. 307-309 p. 302-305

VALIDATION TEST: Extended response (Invertebrate gas exchange & nutrient acquisition)

Test & answer sheet

3

Interaction between the internal & external environment – PLANTS

Transport of nutrients

Adaptations to arid environments

Text Ch. 12 p. 309-313 p. 315-316 Heinemann Biology 1 Ch. 13 p. 254-256

4 Catch up & revision

TOPIC TEST 2: Interaction between the internal & external environment

5 Catch up & revision

6 SEMESTER 1 EXAMS

Term 2 Semester 2

7

Describing biodiversity

Dependent on size and abiotic & biotic factors

Biodiversity

Ecosystems

Species

Genes

Measuring biodiversity

Species richness

Species evenness

Biodiversity index calculations

Comparisons

Spatial

Temporal

Biodiversity differs between ecosystems

Biodiversity hot spots

Text Ch. 1 p. 4-11 Investigation 3: Terrarium

Hand out booklet.

Observations to continue throughout the following weeks.

Wk Content Text reference Assessments & Practicals

Term 2 Semester 2

8

Biological classification

Hierarchical

International conventions are used to write scientific names

Classification is based on:

Structure

Modes of reproduction

Patterns of development

Genetic and biochemical characteristics

Five kingdoms based mainly on cellular differences

Evolution and creation paradigms

Phylogenetic trees

Similarity in DNA/protein sequences and relatedness

Common ancestry or common design?

Text Ch. 2 p. 14-23

9

Similarities and classification

Different definitions of species

Issues arising in classification may be due to

Ring species

Clines

Hybrids

Cross breeding in unnatural situations

Collaborations between species (lichens)

Spatial and temporal issues impact species definitions

Text Ch. 2 p. 29-35

10

Describing ecosystems

Defined in terms of size and abiotic and biotic components

Species only exist within their tolerance limits: abiotic and biotic factors impact species survival/presence

Conventions for naming ecosystems

Ecosystems include

aquatic (marine, estuarine, freshwater)

terrestrial (caves, subsoil, soil surface, arboreal)

Text Ch. 3 p. 40-51

11

Interactions within ecosystems – BIOTIC FACTORS

Relationships can be beneficial or harmful

Competition or co-operation within and between species

Predator - prey relationships

Disease causing micro-organisms

health of individuals populations density

Text Ch. 3 p. 56-61 VALIDATION TEST: Investigation 3 (Terrarium)

Test & booklet

Wk Content Text reference Assessments & Practicals

Term 3 Semester 2

1

Interactions within ecosystems – ABIOTIC FACTORS

Substrates

Aquatic - salinity and water flow

Soils - particle size, fertility and salinity

Living or dead - as for parasites or decomposers

Climate

temperature range, availability of water

Tropical, temperate, dry/hot, dry/cold, polar

Micro-climates

2

Energy flow in ecosystems

Represented by food webs and energy pyramids

10% energy transfer from one trophic level to the next

90% energy loss limits the length of food chains/complexity of food webs

Transfer and transformation of matter is due to photosynthesis, respiration and growth and can be represented as biomass pyramids

Carbon and nitrogen cycles

Role of producers, consumers and micro-organisms/decomposers

Form of the element at different stages in the cycle - biologically active or inactive

Impact of human activity on the rate of cycling

Text Ch. 4 p. 77-92

3

Ecological niches

Species have specific tolerance limits that enable them to occupy a particular niche

Competition

The more similar the needs of organisms, the greater the competition

Competitive exclusion

Text Ch. 3 p. 52-54 TOPIC TEST 3: Biodiversity, classification & biomass

4

Describing populations

Described by size, density, composition and distribution

Populations can be quantified:

Population density = number /area or volume

Changes in population size = (births +immigration) – (deaths +emigration)

Population size and distribution

Density dependent and density independent factors influence

Population growth

Controlled by the abiotic and biotic factors of the ecosystem

Text Ch. 5 p.102-121 Extended response: Population dynamics – The Woylie

In-class response over 2 lessons

Wk Content Text reference Assessments & Practicals

Term 3 Semester 2

5

Keystone species

Have a large impact on the ecosystem

Effect of removing a keystone species is greater than would be expected

Can be used to monitor changes in the ecosystem

Not all ecosystems have isolated keystone species, but may have a combination of species that act in the same way

Fire

Australian species adapted to fire

Affects composition and biodiversity of an area

Many species rely on fire for continuation of their life cycle

Fire is used in ecosystem management with differing outcomes

Text Ch. 3 p. 62 Text Ch. 6 p.133-134

6 Performance Night – no content

7

Carrying capacity of an ecosystem

Carrying capacity of an ecosystem is dynamic and depends on abiotic and biotic factors

Carrying capacity varies over long term - climate changes, or short term - changes of season, climatic events such as floods or droughts

Humans influence carrying capacity by altering the abiotic (water supply, soil nutrient levels) and biotic (supply of food, reduction of predators) factors

Investigation 4: Serpentine River

Field trip & booklet

8

Ecological succession

Occurs due to changes in the abiotic and biotic factors in an area over time

Each change produces greater complexity in the ecosystem

Pioneer species start the process, in doing so change the conditions making them suitable for other organisms

A stable climax community is the end result

Succession can be primary or secondary

Text Ch. 6 p.126-131 TOPIC TEST 4: Ecosystems

9

Human activities affecting ecosystems

Changes in

Magnitude - how large are the changes

Duration - how long does it last

Speed - how long does it take for the changes to occur

Changes in

Abiotic and biotic features that impact tolerance limits

Changes in carrying capacity impacting on viability of populations

Migration pathways

Interruption to life cycles

Habitat destruction

Land clearing

Changing salinity

Intense fire

Text Ch. 6 p.134-144

Wk Content Text reference Assessments & Practicals

Term 3 Semester 2

10

Human activities affecting ecosystems

Habitat fragmentation

Road building

Changing water courses

Leftover areas from destruction processes

Habitat degradation

Pollution - air soil water

Change in soils fertility or salinity

Changes in water quality

Introduction of invasive species

Plants (weeds) and animals (ferals)

Tend to out-compete local species

Reduce biodiversity of the area

Text Ch. 6 p.134-144 VALIDATION TEST: Serpentine River

Test & booklet

Term 4 Semester 2

1

Human activities affecting ecosystems

Unsustainable use of natural resources

Recreational use of land

Pollutants

Biomagnification - toxicity increases up the trophic levels

Climate change

Climate change, geologically, is part of the cycle but it is the rate that is faster than previous

Climate change alters the interaction of biotic and abiotic factors

The rate of change is too fast for most species to be able to adapt; though some species may benefit

Text Ch. 4 p. 93-94 Text Ch. 6 p.134-144

2

Conservation

Strategies to maintain biodiversity:

Genetic strategies

Gene/seed banks o Problem of seed viability with

time

Captive breeding programs o Zoos collaborating

Environmental strategies

Revegetation

Control of introduced species Modern technology aids conservation

Text Ch. 6 p.134-144

3

Conservation

Management strategies

Protected areas o National parks

Restricted commercial & recreational areas o Paths and walkways to reduce

human impact o Licences and seasonal access to

resources eg. fishing

Text Ch. 6 p.134-144

Wk Content Text reference Assessments & Practicals

Term 4 Semester 2

4 Revision

5 Revision

6 SEMESTER 2 EXAM

Foundation Christian College

Year 11 ATAR Biology 2015

Assessment Outline

Type of Assessment

Weighting (%) Task weighting

(%) Assessment Task Week

Investigation and Practical Skills

30%

6% Beetroot – Practical & report T1 w4

Due T1 w5

6% Respiration & stomata – Practical & report

T1 w8 Due T1 w9

3% Terrarium (Answer booklet)

T2 w7

3% Terrarium (Validation test)

T2 w11

6% Serpentine River field work (Answer booklet)

T3 w7

6% Serpentine River field work (Validation test)

T3 w9

Extended response 10%

2.5% Invertebrate gas exchange & nutrient acquisition (Answer booklet)

T1 w9

2.5% Invertebrate gas exchange & nutrient acquisition (Validation test)

T2 w2

5% Population dynamics – The Woylie (In-class response)

T3 w4

Tests

20%

5% TOPIC TEST 1 – Cells T1 w6

5% TOPIC TEST 2 – Interaction between the internal & external environments

T2 w4

5% TOPIC TEST 3 – Biodiversity and classification systems

T3 w3

5% TOPIC TEST 4 – Ecosystems T3 w8

Exams

40% 20% SEMESTER 1 EXAM T2 w6

20% SEMESTER 2 EXAM T4 w6

* All dates are subject to negotiation and variation in accordance with the classroom teacher

Unit 1 – Ecosystems and biodiversity

Unit description

The current view of the biosphere as a dynamic system

composed of Earth’s 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 around the world. In this unit, 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.

Students develop an understanding of the processes

involved in the movement of energy and matter in

ecosystems. They investigate ecosystem dynamics,

including interactions within and between species, and

interactions between abiotic and biotic components of

ecosystems. They also investigate how measurements of

abiotic factors, population numbers and species diversity,

and descriptions of species interactions, 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.

Through the investigation of appropriate contexts, students

explore how international collaboration, evidence from

multiple disciplines and the use of ICT and other

technologies have contributed to the study and conservation

of national, regional and global biodiversity. They investigate

how scientific knowledge is used to offer valid explanations

and reliable predictions, and the ways in which scientific

knowledge interacts with social, economic, cultural and

ethical factors.

Fieldwork is an important part of this unit. Fieldwork provides

valuable opportunities for students to work together to collect

first-hand data and to experience local ecosystem

interactions. 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. They will also use

sources relating to other Australian, regional and global

environments.

Learning outcomes

By the end of this unit, students:

understand how classification helps to organise, analyse

and communicate data about biodiversity

understand that ecosystem diversity and dynamics can

be described and compared with reference to biotic and

abiotic components and their interactions

understand how theories and models have developed

based on evidence from multiple disciplines; and the

uses and limitations of biological knowledge in a range

of contexts

use science inquiry skills to design, conduct, evaluate

and communicate investigations into biodiversity and

flows of matter and energy in a range of ecosystems

evaluate, with reference to empirical evidence, claims

about relationships between and within species,

diversity of and within ecosystems, and energy and

matter flows

communicate biological understanding using qualitative

and quantitative representations in appropriate modes

and genres.

Unit content

This unit includes the knowledge, understandings and skills

described below.

Science Inquiry Skills

identify, research and construct questions for

investigation; propose hypotheses; and predict possible

outcomes

design investigations, including the procedure(s) to be

followed, the materials required, and the type and amount

of primary and/or secondary data to be collected; conduct

risk assessments; and consider research ethics, including

animal ethics

conduct investigations, including using ecosystem

surveying techniques (quadrats, line transects and

capture-recapture) safely, competently and methodically

for the collection of valid and reliable data

represent data in meaningful and useful ways; organise

and analyse data to identify trends, patterns and

relationships; qualitatively describe sources of

measurement error, and uncertainty and limitations in

data; and select, synthesise and use evidence to make

and justify conclusions

interpret a range of scientific and media texts, and

evaluate 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 classification keys, food webs and biomass

pyramids, to communicate conceptual understanding,

solve problems and make predictions

communicate to specific audiences and for specific

purposes using appropriate language, nomenclature,

genres and modes, including scientific reports

Science as a Human Endeavour

classification systems are based on international

conventions and are subject to change through debate

and resolution; changes are based on all currently

available evidence

identification and classification of an ecological area as a

conservation reserve also requires consideration of the

commercial and recreational uses of the area, as well as

Indigenous Peoples’ usage rights

keystone species theory has informed many conservation

strategies. However, there are differing views about the

effectiveness of single-species conservation in

maintaining complex ecosystem dynamics

Australia’s Biodiversity Conservation Strategy 2010–2030

presents a long-term view of the future and the actions

that need to be implemented to conserve biodiversity

international agreements about biodiversity encourage

international cooperation in the protection of unique

locations, including

World Heritage sites, for example, Shark Bay, Great

Barrier Reef

biodiversity hotspots, for example, south west WA

international migration routes and areas used for

breeding, for example, by birds, whales, turtles,

whale sharks

contemporary technologies, including satellite sensing

and remote monitoring enable improved monitoring of

habitat and species population change over time

Science Understanding

Describing biodiversity

biodiversity includes the diversity of genes, species and

ecosystems; measures of biodiversity rely on

classification and are used to make comparisons across

spatial and temporal scales

biological classification is hierarchical and based on

molecular sequences, different levels of similarity of

physical features and methods of reproduction

biological classification systems reflect evolutionary

relatedness between groups of organisms

most common definitions of species rely on

morphological or genetic similarity or the ability to

interbreed to produce fertile offspring in natural conditions

– but in all cases, exceptions are found

ecosystems are diverse, composed of varied habitats,

consisting of a range of biotic and abiotic factors, and can

be described in terms of their component species,

species interactions and the abiotic factors that make up

the environment

relationships and interactions within a species and

between species in ecosystems include predation,

competition, symbiosis (mutualism, commensalism and

parasitism), collaboration and disease

in addition to biotic factors, abiotic factors, including

climate and substrate, can be used to describe and

classify environments

Ecosystem dynamics

the biotic components of an ecosystem transfer and

transform energy, originating primarily from the sun, and

matter to produce biomass; and interact with abiotic

components to facilitate biogeochemical cycling,

including carbon and nitrogen cycling; these interactions

can be represented using food webs and biomass

pyramids

species or populations, including those of

microorganisms, fill specific ecological niches; the

competitive exclusion principle postulates that no two

species can occupy the same niche in the same

environment for an extended period of time

the dynamic nature of populations influence population

size, density, composition and distribution

keystone species play a critical role in maintaining the

structure of the community; the impact of a reduction in

numbers or the disappearance of keystone species on an

ecosystem is greater than would be expected, based on

their relative abundance or total biomass

fire is a dynamic factor in Australian ecosystems and has

different effects on biodiversity

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, including climatic events

ecological succession involves changes in the

populations of species present in a habitat; these

changes impact the abiotic and biotic interactions in the

community, which in turn influence further changes in the

species present and their population size

human activities that can affect biodiversity and can

impact on the magnitude, duration and speed of

ecosystem change include examples of

habitat destruction, fragmentation or degradation

the introduction of invasive species

unsustainable use of natural resources

the impact of pollutants, including biomagnification

climate change

conservation strategies used to maintain biodiversity are

genetic strategies, including gene/seed banks and

captive breeding programs

environmental strategies, including revegetation

and control of introduced species

management strategies, including protected areas

and restricted commercial and recreational access

models of ecosystem interactions (food webs,

successional models) can be used to predict the impact

of change and are based on interpretation of and

extrapolation from sample data (data derived from

ecosystem surveying techniques); the reliability of the

model is determined by the representativeness of the

sampling

Unit 2 – From single cells to multicellular organisms

Unit description

The cell is the basic unit of life. Although cell structure and

function are very diverse, all cells possess some common

features: all prokaryotic and eukaryotic cells need to

exchange materials with their immediate external

environment in order to maintain the chemical processes

vital for cell functioning. In this unit, students examine inputs

and outputs of cells to 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 moves and

energy is transformed and transferred in the processes of

photosynthesis and respiration, and the role of enzymes in

controlling biochemical systems.

Multicellular organisms typically consist of a number of

interdependent systems of cells organised into tissues,

organs and organ systems. Students examine the structure

and function of plant and animal systems at cell and tissue

levels in order to describe how they facilitate the efficient

provision or removal of materials to and from all cells of the

organism.

Through the investigation of appropriate contexts, students

explore how international collaboration, evidence from

multiple disciplines and the use of ICT and other

technologies have contributed to developing understanding

of the structure and function of cells and multicellular

organisms. They investigate how scientific knowledge is

used to offer valid explanations and reliable predictions, and

the ways in which scientific knowledge interacts with

economic and ethical factors.

Students use science inquiry skills to explore the relationship

between structure and function by conducting real or virtual

dissections and carrying out microscopic examination of cells

and tissues. Students consider the ethical considerations

that apply to the use of living organisms in research. 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 the structure and function of cells and

their components are related to the need to exchange

matter and energy with their immediate environment

understand that multicellular organisms consist of

multiple interdependent and hierarchically-organised

systems that enable exchange of matter and energy with

their immediate environment

understand how theories and models have developed,

based on evidence from multiple disciplines; and the

uses and limitations of biological knowledge in a range

of contexts

use science inquiry skills to design, conduct, evaluate

and communicate investigations into the structure and

function of cells and multicellular organisms

evaluate, with reference to empirical evidence, claims

about cellular processes and the structure and function

of multicellular organisms

communicate biological understanding using qualitative

and quantitative representations in appropriate modes

and genres.

Unit content

This unit includes the knowledge, understandings and skills

described below:

Science Inquiry Skills

identify, research and construct questions for

investigation; propose hypotheses; and predict possible

outcomes

design investigations, including the procedure(s) to be

followed, the materials required, and the type and

amount of primary and/or secondary data to be

collected; conduct risk assessments; and consider

research ethics, including animal ethics

conduct investigations, including microscopy techniques,

real or virtual dissections and chemical analysis, safely,

competently, ethically and methodically for the collection

of valid and reliable data

represent data in meaningful and useful ways; organise

and analyse data to identify trends, patterns and

relationships; qualitatively describe sources of

measurement error, and uncertainty and limitations in

data; and select, synthesise and use evidence to make

and justify conclusions

interpret a range of scientific and media texts, and

evaluate 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 of structures and processes, and

images from different imaging techniques, to

communicate conceptual understanding, solve problems

and make predictions

communicate to specific audiences and for specific

purposes using appropriate language, nomenclature,

genres and modes, including scientific reports

Science as a Human Endeavour

the cell membrane model has been continually

reconceptualised and revised since the mid-nineteenth

century and the currently accepted model, based on the

evidence from improved technologies, is the fluid mosaic

model

developments in microscopy and associated preparation

techniques have contributed to more sophisticated

models of cell structure and function

the use of probes technologies and computer analysis

has further advanced the understandings of vital

chemical processes in cells

current research for the production of food, beverages

and biofuels, and the breakdown of rubbish, involves the

control of cellular respiration and photosynthesis

ethical treatment of animals, including the three

strategies of replacement, reduction and refinement,

forms the basis of many international guidelines in

animal research

Science Understanding

Cells as the basis of life

cells require energy inputs, including light energy or

chemical energy in complex molecules, and matter,

including gases, simple nutrients and ions, and removal

of wastes, to survive

prokaryotic and eukaryotic cells have many features in

common, which is a reflection of their common

evolutionary past, 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

metabolism describes the sum total of the physical and

chemical processes by which cell components transform

matter and energy needed to sustain life

eukaryotic cells carry out specific cellular functions in

specialised structures and organelles, including

cell membrane

cell wall

chloroplasts

endoplasmic reticulum (rough and smooth)

Golgi apparatus

lysosomes

mitochondria

nucleus

ribosomes

vacuoles

the currently accepted model of the cell membrane is

the fluid mosaic model

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

movement of materials across membranes occurs via

passive processes, including diffusion, facilitated

diffusion, osmosis

active processes, including active transport,

endocytosis and exocytosis

factors that affect exchange of materials across

membranes include

the surface area to volume ratio of the cell

concentration gradients

the physical and chemical nature of the materials

being exchanged

biological molecules are synthesised from monomers to

produce complex structures, including carbohydrates,

proteins and lipids

biochemical processes in the cell are controlled by

factors, including the nature and arrangement of internal

membranes, and the presence of specific enzymes

enzymes have specific functions which can be affected

by factors, including

temperature

pH

presence of inhibitors

concentrations of reactants and products

two models that are used to explain enzyme action are

the lock and key model and the induced fit model

photosynthesis is a biochemical process that uses light

energy to synthesise organic compounds; light

dependent and light independent reactions occur at

different sites in the chloroplast; and make up separate

parts of the overall process that can be represented as a

balanced chemical equation

the rate of photosynthesis can be affected by the

availability of light and carbon dioxide, and temperature

cellular respiration is a biochemical process that occurs

in different locations in the cytosol and mitochondria,

and metabolises organic compounds, aerobically or

anaerobically, to release useable energy in the form of

ATP; products of anaerobic respiration vary between

organisms (plants, yeast, bacteria, animals); the overall

process of aerobic respiration can be represented as a

balanced chemical equation

the rate of respiration can be affected by the availability

of oxygen and glucose, and temperature

Multicellular organisms

multicellular organisms have a hierarchical structural

organisation of cells, tissues, organs and systems

in animals, the exchange of gases between the internal

and external environments of the organism is facilitated

by the structure of the exchange surface(s), including

spiracles, gills, alveoli and skin

in animals, the acquisition and processing of nutrients is

facilitated by the structure of the digestive system;

animals may have a gastrovascular cavity with one

opening or a specialised alimentary canal with two

openings; specialisation of alimentary canals is related

to diet, for example, herbivores and carnivores

in animals, the transport of materials within the internal

environment for exchange with cells is facilitated by the

structure of open and closed circulatory systems

according to the different metabolic requirements of

organisms and differing environments

in vascular plants, gases are exchanged via stomata

and the plant surface and does not involve the plant

transport system

in vascular plants, transport of water and mineral

nutrients from the roots occurs via xylem through root

pressure, capillary action (adhesion and cohesion of

water molecules), transpiration; transport of the products

of photosynthesis and some mineral nutrients occurs by

translocation in the phloem

terrestrial Australian plants are adapted to minimise

water loss in an arid environment

How do I achieve to the best of my ability?

This year is designed to prepare you for further study and to equip you with the skills needed when you leave school. You may find that the material is presented at a faster pace and there is more responsibility on your part to keep up by regularly studying at home. Many students in the past have said that they wished they had studied harder from the beginning of the year. In particular, Biology is a technical subject and has a large and complex vocabulary, which must

be mastered bit by bit. So to help you, here are some suggestions:

Get organised. Have at home a master file for filing your notes and worksheets, set up topic by topic. After each topic put your notes into the master file and keep the topics separated by dividers.

A definitions book is helpful. An exercise book works well. Where possible try to write the meanings in your own words. Make sure you understand everything you write in this book. Use the summary at the end of each chapter and the glossary at the end of the textbook to help you to compile your book.

Study time. Although you will not have a lot of homework and assignments, you are expected to spend 3 hours a week on Biology. This time of study and revision is essential if you are to keep up with all of the information presented to you. Suggested things to do during this time:

o Read over the work covered in class that day – your notes and text book. o Write new words and definitions into your definitions book. o Write down anything you don’t understand and be sure to ask the following lesson. o Review the work to date on the topic (look back a few lessons), trying to link

concepts and information together. o Test yourself on the work to date. Use your revision book.

Class time. Make the most of class time – it is much harder to catch up if you waste this time. You can make good use of class time by:

o Paying attention o Getting involved in class: answering and asking questions, listening to other

student’s answers, asking for help. o Work quickly and quietly during practical sessions. Keep accurate records of your

results, regardless of whether it is for assessment or not. o Always bring your textbook to class. You can underline key concepts and write

questions in the margin. It will help you to become more familiar with the textbook.

Assignments. Start early and have your work totally ready to hand in on time (i.e. name on it, stapled, etc) well before coming to school on the due date.

Exams. Go over your notes and textbook. Do not over study the areas you find easy and ignore the harder areas. Aim for a good working knowledge in all areas. Practice writing extended answers – they need careful planning and a logical order. Don’t write the topic out – just begin with a short topic sentence. End with a brief conclusion. Keep your sentences short – one sentence – one fact. Answer the question in the order it was asked – it is acceptable to partition your answer if the question was partitioned, to use dot points, well labelled and informed diagrams, tables (esp. for comparisons), etc.

The following have been adapted from information gathered from:

http://writing.colostate.edu/index.cfm AND http://www.lc.unsw.edu.au/onlib/exkey.html Date Visited: 16 December 2009

Answering Exam Questions

Comment on To discuss, criticise, or explain the meaning as completely as possible

Compare To show the similarities between two or more objects, theories, events,

concepts, applications or explanations.

Contrast To compare by showing the differences between two or more objects,

theories, events, concepts, applications or explanations.

Define To give the formal meaning by distinguishing it from related terms. Include

elaborations and examples where applicable.

Describe To write a detailed account or verbal picture in a logical sequence or story

form; noting physical and sometimes chronological details (eg. describe the

trends in a graph)

Discuss To present arguments for and against a point of view and reach a

conclusion. The arguments must be supported with appropriate evidence.

Evaluate Requires a judgment about which theory, application, approach etc. is

superior and why. To give an opinion, supported by some expert opinions, of

the truth or importance of a concept. Show the advantages and

disadvantages.

Explain Requires an analysis of cause-and-effect or explanation of the reasoning

process – answers ‘why’. Explore the rest of the question to see if there is

an additional focus or link to other ideas, objects or theories.

Illustrate To explain or make clear by concrete examples, comparisons and/or

analogies.

List To produce a list of words, sentences or comments. Can be in dot point form.

Outline To give a general summary. It should contain a series of main ideas

supported by secondary facts. Show the organisation of the idea.

Name Eg: Name the process – photosynthesis, respiration, transpiration etc.

Relate To show the connection between things, telling how one causes or is like

another.

State To describe the main points in precise terms. Use brief, clear sentences.

Omit details or examples.

Summarise To give a brief, condensed account of the main ideas.

Chicago Style referencing for reports Murdoch University. Library. 2001. How to Cite References. http://www.murdoch.edu.au/library/find/citation/

(accessed October 27, 2009).

Citation Within The Text

These guidelines follow the principles, and rely upon the examples, where possible, given in the Chicago Manual of Style

(2003). This manual constitutes the authoritative international guide to publication standards and style.

There are two options for in text references. Firstly, the reference can be placed at the end of the sentence wholly in

parentheses. Alternatively, the author's name may be integrated into the text, and just the date and additional information

placed within the brackets. See examples of both of these options in the next section below.

Citation within the text

There are four common methods of referring to a source document in the text of an essay, thesis or assignment. These

methods are:

1. Quoting Quotations must be identical to the original, including punctuation, using a small section of the

source. They must match the source document word for word, be enclosed within quotation marks, and must be

attributed to the original author with an in text citation. When directly quoting from another source, ensure that the

relevant page number(s) are given.

Short quotes

Larsen (1991, 245) stated that "many of the facts in this case are incorrect".

Longer quotes

In general, avoid using too many long quotes and remember to introduce or integrate quotations smoothly into

the rest of your assignment.

You may choose to indent a larger block of quoted text. Such blocks of quoted texts usually consist of more than

one sentence or more than 40 words. Blocks of quoted texts should be indented from the left margin only, single

spaced and may be one point smaller than the standard font size.

Example - Wider applications are increasingly being found for many drugs such as invermectin. For example,

Crump (2006, 53) confirms that:

Ivermectin - already used extensively in animal health and in eliminating onchocerciasis and lymphatic

filariasis, two of the most disfiguring and deleterious human diseases - is now being used commercially

for the treatment of strongyloidiasis, mites and scabies.

2. Paraphrasing Paraphrasing involves putting a passage from the source material into your own words. A

paraphrase must also be attributed to the original source with an in text citation. When paraphrasing, keep the

meaning the same but do not use the original wording. The purpose of paraphrasing is that it flows better with

your own writing. You generally need to change both the sentence structure and the expression, using synonyms

or alternative expressions. Paraphrased material may be as long (or even longer) than the original source

material. However, it is often shorter than the original passage, taking a larger section of the source and

condensing it slightly. When paraphrasing, you must also include the page number(s) which relate to portion of

the text that you have used.

Original - "Named for James Brady, the White House press secretary who was shot and wounded by John

Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the Brady Bill

establishes a national waiting period and background check for the purchase of a handgun" (Bender 1995, 137).

Paraphrase - Bender (1995) explains that the introduction of a waiting period and a background check for people

buying handguns in the US, is due to the Brady Bill. The bill was named after White House aide James Brady,

who was wounded during an assassination attempt on President Reagan (137).

3. Summarising Summarising is condensing longer text to a much briefer version. It involves putting the main

idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarised

ideas to the original source with an in text citation. Summaries are significantly shorter than the original and take

a broad overview of the source material. Page numbers should be given when summarising.

4. Citing the Whole of a Document Sometimes it may be necessary to give a general reference to the whole of

a source document. This method of referencing is used least often.

The theory was first propounded in 1990 (Larsen 1991) … OR Larsen (1991) was the first to propound the

theory.

The Reference List or Bibliography (Out of Text Referencing)

All documents cited in your assignment are listed in a single alphabetical list at the end of the assignment. The list is

arranged by the author's family name or title if no author is present. The authors' names are given as they appear on the

publication you have used. Capitalisation practice also should be consistent. Titles are given maximal capitalisation. All

words other than prepositions, conjunctions, and definite and indefinite articles (a, an, the) are capitalised. Journal and

book titles are italicised or if handwritten underlined.

Print Documents

Books (PAY ATTENTION TO THE USE OF PUNCTUATION MARKS)

Author, A., and B. Author, eds. Year. Title: Subtitle. Edition. Place of publication: Name of

Publisher .

Single author Adam-Smith, Patsy. 1978. The ANZACS. Melbourne: Thomas Nelson.

Two authors or editors Butler, J. Douglas, and David F. Walbert, eds. 1986. Abortion, Medicine and the Law. New York:

Facts on File Publications.

Three or more authors or editors Millon, Theodore, Roger Davis, Carrie Millon, Luis Escovar, and Sarah Meagher.

2000. Personality Disorders in Modern Life. New York: Wiley.

If any information is missing from the source (make sure you check thoroughly) then just use the information that is

available.

Two or more books by the same author published in the same year Gilbert, Sandra M. 1972a. Acts of Attention: The

Poems of D. H. Lawrence. Ithaca: Cornell University Press.

AND

Gilbert, Sandra M. 1972b. Emily's Bread: Poems. New York: Norton.

Multivolume work Russell, Bertrand. 1967. The Autobiography of Bertrand Russell. 3 vols. London: Allen & Unwin.

Entry in an encyclopaedia/dictionary When referring to a well-known alphabetically arranged work such as an

encyclopaedia or dictionary, the citation should be incorporated into the text.

Example: "In his article on multiculturalism in the 2003 edition of The Oxford Companion to Australian History, John Lack

...."

These items are not then listed in a bibliography or reference list (Chicago Manual of Style, sec. 17.238).

Organisation Ansett Transport Industries Ltd. 1984. Annual Report 1983-84. Melbourne: ATI.

Government publication Australian Bureau of Statistics. 1985. Projections of the Population of Australia, States and

Territories, 1984 to 2021, Cat. no. 3222.0. Canberra: ABS.

Government Departments Australia. Department of Aboriginal Affairs. 1989. Programs in Action for Aboriginal and

Torres Strait Islander People: Achievements. Canberra: AGPS.

Western Australia. Environmental Protection Authority. 1998. Industrial Infrastructure and Harbour Development, Jervoise

Bay. Bulletin 908. Perth: EPA.

Please Note: Documents authored by government departments are most usefully cited following the jurisdiction they

report to - i.e. precede the Department name with Australia, Western Australia, etc. For further information please refer to

section 17.293 of the Chicago Manual of Style.

Parts of a Book

Journal Articles

Article Author, A., and B. Article Author. Year. Title of article. Title of Journal volume number (issue number):

inclusive page numbers.

Internet Documents

Cite documents published on the internet according to the specific guidelines for the type of document. Books, plays,

government reports and company annual reports are examples of documents that may be published on the Internet.

Please note: If no author or editor is given, the title will precede the year of publication.

Author, A. Year. Title: Subtitle. Edition. Source or supplier information. Web address (accessed date).

Whole Internet site Australia. Commonwealth Bureau of Meteorology. 2001. Climate Information.

http://www.bom.gov.au/climate (accessed July 14, 2001).

Electronic document, no author How to Cite References. 1996. Murdoch: Murdoch University Library.

http://wwwlib.murdoch.edu.au/libinfo/gdes/refgdes/cite/cite.html (accessed July 14, 1998).

Government publication (Australian Bureau of Statistics Bulletin) Australian Bureau of Statistics. 1999. Australian

Farming in Brief. Bulletin, Cat. no. 7106.0, AusStats. http://www.abs.gov.au/ausstats (accessed July 6, 2001).

AusStats is an example of a full text database that offers data, in this case the full text of Australian Bureau of Statistics

publications freely on the Internet.

Government publication (Government Department) Western Australia. Department of Environmental Protection. 1998.

Environment Western Australia 1998 : State of the Environment Report 1998.

http://www.environ.wa.gov.au/publications/report.asp?id=7&catid=25&pubid=1064 (accessed February 28, 2000).

Other Formats

Television Programme Masters, Chris. 2006. Big Fish, Little Fish. Four Corners. television program. Sydney: ABC

Television, March 27.

DVD Bowling for Columbine. 2003. DVD. Written and directed by Michael Moore. Melbourne: AV Channel.

Video Recording Attenborough, David. 1990. Life on Earth: A Natural History. video recording. Produced by Richard

Brock and John Sparks. US: Warner Home Video.

Radio Programme Browning, Daniel. 2006. Black Soccer Heroes. Message Stick. radio program. Guest speaker Dr.

John Maynard. Sydney: ABC Radio, June 9.

Abbreviations

Standard abbreviations may be used in your citations. A list of appropriate abbreviations can be found in Chicago Manual

of Style (2003), p. 571-577. Some of the more often used examples are listed here.

app. appendix et al. and others (Latin et al) pt. part

art. article n.d. no date rev. revised

chap. chapter no. nos. number(s) sec. section

div. division n.p. no place ser. series

ed. editor, edited by, edition p. pp. page(s) suppl. supplement

eds. editors par. paragraph vol. volume

Author of Part, A. Year. Title of chapter or part. In Title: Subtitle of Book, Edition, ed. A. Editor and B. Editor,

inclusive page numbers. Place of publication: Publisher.