Biology HSC Syllabus

8/12/2019 Biology HSC Syllabus

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Biology

Stage 6

Syllabus

Amended October 2002


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Biology Stage 6 Syllabus

6 Course StructureThe Biology Stage 6 Syllabus has a Preliminary course and an HSC course. The Preliminary and HSCcourses are organised into a number of modules. The Preliminary modules consist of core content thatwould be covered in 120 indicative hours.

The HSC course consists of core and options organised into a number of modules. The core contentcovers 0 indicative hours with !"# option covering $0 indicative hours. Students are re%uired tocover !"# of the options.

Practical e&periences are an essential component of both the Preliminary and HSC courses. Studentswill complete '0 indicative hours of practical(field wor) during both the Preliminary and HSC courseswith no less than $* indicative hours of practical e&periences in the HSC course. Practical e&periencesmust include at least one open+ended investigation integrating s)ill and )nowledge outcomes in boththe Preliminary and HSC courses.

Practical e&periences should emphasise hands+on activities, including-

underta)ing laboratory e&periments, including the use of appropriate computer+based technologiesfieldwor) research, using a wide range of sources, including print materials, the /nternet and digitaltechnologiesusing computer simulations for modelling or manipulating datausing and reorganising secondary datae&tracting and reorganising information in the form of flow charts, tables, graphs, diagrams, proseand )eysusing animation, video and film resources to capture(obtain information not available in otherforms.

6.2 HSC Course

120 indicative hours

The HSC course builds upon the Preliminary course. The Preliminary course contains content thatis considered assumed knowledge for the HSC course . The HSC course incorporates the study of-a the core, which constitutes 0 indicative hours and includes-

aintaining a alance 3$0 indicative hourslueprint of 4ife 3$0 indicative hours

The Search for etter Health 3$0 indicative hours b !"# option, which constitutes $0 indicative hours and may comprise any one of the following-

Communicationiotechnology

5enetics- The Code ro)en6The Human Story

iochemistry

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9 Content: Biology Stage 6 HSC Course

9.1 Biology Skills

7uring the HSC course, it is e&pected that students will further develop s)ills in planning and

conducting investigations, communicating information and understanding, scientific thin)ing and problem+solving and wor)ing individually and in teams. #ach module specifies content through whichs)ill outcomes can be achieved. Teachers should develop activities based on that content to providestudents with opportunities to develop the full range of s)ills.

HSC CourseOutcomes

Content

A student:H11 8ustifies the

appropriateness

of a particularinvestigation

plan

Students will learn to:11.1 identify data sources to:a analyse comple& problems to determine appropriate ways in which each aspect may be

researched b determine the type of data that needs to be collected and e&plain the %ualitative or

%uantitative analysis that will be re%uired for this data to be usefulc identify the orders of magnitude that will be appropriate and uncertainty that may be

present in the measurement of datad identify and use correct units for data that will be collectede recommend the use of an appropriate technology or strategy for data collection or

gathering information that will assist efficient future analysis

11.2 plan first hand in!estigations to:a demonstrate the use of the terms 9dependent: and 9independent: to describe variables

involved in the investigation

b identify variables that need to be )ept constant, develop strategies to ensure that thesevariables are )ept constant and demonstrate the use of a control

c design investigations that allow valid and reliable data and information to be collectedd design and trial procedures to underta)e investigations and e&plain why a procedure, a

se%uence of procedures or repetition of procedures is appropriatee predict possible issues that may arise during the course of an investigation and identify

strategies to address these issues if necessary

11." choose e#uipment or resources $y:a identifying and(or setting up the most appropriate e%uipment or combination of e%uipment

needed to underta)e the investigation b carrying out a ris) assessment of intended e&perimental procedures and identifying and

addressing potential ha;ardsc identifying technology that could be used during investigations and determining itssuitability and effectiveness for its potential role in the procedure or investigations

d recognising the difference between destructive and non+destructive testing of material andanalysing potentially different results of these two procedures


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H12 evaluates ways inwhich accuracyand reliabilitycould be improved

in investigations

12.1 perform first hand in!estigations $y:a carrying out the planned procedure, recognising where and when modifications are

needed and analysing the effect of these ad8ustments b efficiently underta)ing the planned procedure to minimise ha;ards and wastage of

resourcesc disposing carefully and safely of any waste materials produced during the

investigationd identifying and using safe wor) practices during investigations

12.2 gather first hand information $y:a using appropriate data collection techni%ues, employing appropriate technologies,

including data loggers and sensors b measuring, observing and recording results in accessible and recognisable forms,

carrying out repeat trials as appropriate

12." gather information from secondary sources $y:a accessing information from a range of resources, including popular scientific

8ournals, digital technologies and the /nternet b practising efficient data collection techni%ues to identify useful information in

secondary sourcesc e&tracting information from numerical data in graphs and tables as well as from

written and spo)en material in all its formsd summarising and collating information from a range of resourcese identifying practising male and female =ustralian scientists, the areas in which they

are currently wor)ing and information about their research

12.% process information to:a assess the accuracy of any measurements and calculations and the relative importance of

the data and information gathered b identify and apply appropriate mathematical formulae and conceptsc best illustrate trends and patterns by selecting and using appropriate methods,

including computer+assisted analysisd evaluate the relevance of first+hand and secondary information and data in relation to

the area of investigatione assess the reliability of first+hand and secondary information and data by considering

information from various sourcesf assess the accuracy of scientific information presented in mass media by comparison

with similar information presented in scientific 8ournals

H1$ uses terminologyand reporting

stylesappropriately andsuccessfully tocommunicateinformation andunderstanding

1".1 present information $y:a selecting and using appropriate te&t types or combinations thereof, for oral and

written presentations b selecting and using appropriate media to present data and informationc selecting and using appropriate methods to ac)nowledge sources of informationd using symbols and formulae to e&press relationships and using appropriate units for

physical %uantitiese using a variety of pictorial representations to show relationships and present

information clearly and succinctlyf selecting and drawing appropriate graphs to convey information and relationships

clearly and accuratelyg identifying situations where use of a curve of best fit is appropriate to present

graphical information

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H1? assesses thevalidity ofconclusionsfrom gathereddata andinformation

1%.1 analyse information to:a identify trends, patterns and relationships as well as contradictions in data and

information

b 8ustify inferences and conclusionsc identify and e&plain how data supports or refutes an hypothesis, a prediction or a

proposed solution to a problemd predict outcomes and generate plausible e&planations related to the observationse ma)e and 8ustify generalisationsf use models, including mathematical ones, to e&plain phenomena and(or ma)e

predictionsg use cause and effect relationships to e&plain phenomenah identify e&amples of the interconnectedness of ideas or scientific principles1%.2 sol!e pro$lems $y:a identifying and e&plaining the nature of a problem

b describing and selecting from different strategies those which could be used to solve a problem

c using identified strategies to develop a range of possible solutions to a particular problem

d evaluating the appropriateness of different strategies for solving an identified problem1%." use a!aila$le e!idence to:a design and produce creative solutions to problems

b propose ideas that demonstrate coherence and logical progression and include correctuse of scientific principles and ideas

c apply critical thin)ing in the consideration of predictions, hypotheses and the results ofinvestigations

d formulate cause and effect relationshipsH1* e&plains why an

investigation is best underta)enindividually or

by a team

The HSC course builds on the Preliminary course and further increases the students:s)ills in wor)ing individually and in teams. @efer to the content overview on page 1?.

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9.2 Maintaining a Balance

Conte&tual Outline

ulticellular organisms have specialised organ systems that are adapted for the upta)e and transportof essential nutrients from the environment, the utilisation or production of energy and the removal ofwaste products arising from cellular activities.

The basis of healthy body+functioning in all organisms is the health of their cells. The physical andchemical factors of the environment surrounding these cells must remain within narrow limits for cellsto survive. These narrow limits need to be maintained and any deviation from these limits must be%uic)ly corrected. = brea)down in the maintenance of this balance causes problems for the organism.

The nervous and endocrine systems in animals and the hormone system in plants bring about thecoordinated functioning of these organ systems. They are able to monitor and provide the feedbac)necessary to maintain a constant internal environment. #n;yme action is a prime e&ample of the needfor this balance. #n;ymes control all of the chemical reactions that constitute the body:s metabolism.=s en;ymes normally function only within a narrow temperature range, even a small rise in bodytemperature can result in the failure of many of the reactions of metabolism that are essential to life.

This module increases students: understanding of the applications and uses of biology, implicationsfor society and the environment and current issues, research and developments in biology.


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Students learn to: Students:

1.'ost organisms areacti!e in a limitedtemperature range

identify the role of en;ymes inmetabolism, describe their chemicalcomposition and use a simple model todescribe their specificity on substrates

identify data sources, plan, choosee%uipment or resources and performa first+hand investigation to test theeffect of- A increased temperature A change in pH A change in substrate

concentrations on the activity ofnamed en;yme3s

gather, process and analyseinformation from secondary sourcesand use available evidence todevelop a model of a feedbac)mechanism

analyse information from secondarysources to describe adaptations andresponses that have occurred in=ustralian organisms to assisttemperature regulation

identify the pH as a way of describingthe acidity of a substance

e&plain why the maintenance of aconstant internal environment isimportant for optimal metabolicefficiency

describe homeostasis as the process bywhich organisms maintain a relativelystable internal environment

e&plain that homeostasis consists of twostages- A detecting changes from the stable

state A counteracting changes from the

stable state

outline the role of the nervous system indetecting and responding toenvironmental changes

identify the broad range of temperaturesover which life is found compared withthe narrow limits for individual species

compare responses of named =ustralianectothermic and endothermic organismsto changes in the ambient temperatureand e&plain how these responses assisttemperature regulation

identify some responses of plants totemperature change

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2. Plants and animalstransport dissol!ednutrients and gasesin a fluid medium

identify the form3s in which each of thefollowing is carried in mammalian blood- A carbon dio&ide A o&ygen A water A salts A lipids A nitrogenous waste A other products of digestion

perform a first+hand investigation todemonstrate the effect of dissolvedcarbon dio&ide on the pH of water

perform a first+hand investigationusing the light microscope and

prepared slides to gatherinformation to estimate the si;e ofred and white blood cells and drawscaled diagrams of each

analyse information from secondarysources to identify currenttechnologies that allowmeasurement of o&ygen saturationand carbon dio&ide concentrations

in blood and describe and e&plainthe conditions under which thesetechnologies are used

analyse information from secondarysources to identify the productse&tracted from donated blood anddiscuss the uses of these products

analyse and present informationfrom secondary sources to report on

progress in the production ofartificial blood and use availableevidence to propose reasons whysuch research is needed

choosee%uipment or resources to performa first+hand investigation to gatherfirst+hand data to draw transverseand longitudinal sections of phloemand &ylem tissue

e&plain the adaptive advantage ofhaemoglobin

compare the structure of arteries,capillaries and veins in relation to theirfunction

describe the main changes in thechemical composition of the blood as itmoves around the body and identifytissues in which these changes occur

outline the need for o&ygen in living cellsand e&plain why removal of carbondio&ide from cells is essential

describe current theories about processesresponsible for the movement of

materials through plants in &ylem and phloem tissue

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". Plants and animalsregulate theconcentration ofgases( water andwaste products ofmeta$olism in cellsand in interstitialfluid

e&plain why the concentration of waterin cells should be maintained within anarrow range for optimal function

perform a first+hand investigation ofthe structure of a mammalian )idney

by dissection, use of a model or visualresource and identify the regionsinvolved in the e&cretion of waste

products

gather, process and analyseinformation from secondary sources tocompare the process of renal dialysiswith the function of the )idney

present information to outline thegeneral use of hormone replacementtherapy in people who cannot secretealdosterone

analyse information from secondarysources to compare and e&plain thedifferences in urine concentration ofterrestrial mammals, marine fish andfreshwater fish

use available evidence to e&plain therelationship between the conservationof water and the production ande&cretion of concentrated nitrogenouswastes in a range of =ustralian insectsand terrestrial mammals

process and analyse information fromsecondary sources and use availableevidence to discuss processes used bydifferent plants for salt regulation insaline environments

perform a first+hand investigation togather information about structures in

plants that assist in the conservation ofwater

e&plain why the removal of wastes isessential for continued metabolicactivity

identify the role of the )idney in thee&cretory system of fish and mammals

e&plain why the processes of diffusionand osmosis are inade%uate inremoving dissolved nitrogenous wastesin some organisms

distinguish between active and passivetransport and relate these to processesoccurring in the mammalian )idney

e&plain how the processes of filtration and reabsorptionin the mammalian nephron regulate

body fluid composition

outline the roleof the hormones, aldosterone and =7H3anti+diuretic hormone in the

regulation of water and salt levels in blood

define enantiostasis as the maintenanceof metabolic and physiologicalfunctions in response to variations inthe environment and discuss itsimportance to estuarine organisms inmaintaining appropriate saltconcentrations

describe adaptations of a range ofterrestrial =ustralian plants that assistin minimising water loss

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9.3 Blueprint of LifeConte&tual Outline

ecause all living things have a finite life span, the survival of each species depends on the ability ofindividual organisms to reproduce. The continuity of life is assured when the chemical information

that defines it is passed on from one generation to the ne&t on the chromosomes.odern molecular biology is providing opportunities to alter the information transferred from one

generation to the ne&t in technologies such as cloning and in the production of transgenic species.

The segregation and independent assortment of the genetic information within a species provides thevariation necessary to produce some individuals with characteristics that better suit them to survivingand reproducing in their environment. Changes in the environment may act on these variations. Theidentification of mutations and their causes becomes important in preventing mutations and inidentifying and potentially nullifying the effects of mutations in living organisms.

This module increases students: understanding of the history, nature and practice of biology, the

applications and uses of biology, the implications of biology for society and the environment andcurrent issues, research and developments in biology.


1. )!idence ofe!olution suggeststhat the mechanismsof inheritance(

accompanied $yselection( allowchange o!er manygenerations

outline the impact on the evolution of plants and animals of- changes in physical

conditions in the environment

changes in chemicalconditions in the environment competition for resources

plan, choose e%uipment or resourcesand perform a first+hand investigationto model natural selection

analyse information from secondarysources to prepare a case study to showhow an environmental change can leadto changes in a species

perform a first+hand investigation orgather information from secondarysources 3including photographs(diagrams(models to observe, analyseand compare the structure of a rangeof vertebrate forelimbs

use available evidence to analyse,using a named e&ample, howadvances in technology have changedscientific thin)ing about evolutionaryrelationships

analyse information from secondarysources on the historical developmentof theories of evolution and useavailable evidence to assess socialand political influences on thesedevelopments

describe, using specific e&amples, howthe theory of evolution is supported bythe following areas of study- palaeontology, including

fossils that have been considered astransitional forms

biogeography comparative embryology comparative anatomy biochemistry

e&plain how 7arwin(Ballace:s theory ofevolution by natural selection andisolation accounts for divergentevolution and convergent evolution

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2. *regor 'endel+se&periments helpedad!ance ourknowledge of theinheritance ofcharacteristics

outline the e&periments carried out by5regor endel

perform an investigation to construct pedigrees or family trees, trace theinheritance of selected characteristicsand discuss their current use

solve problems involving monohybridcrosses using Punnett s%uares orother appropriate techni%ues

process information from secondarysources to describe an e&ample ofhybridisation within a species ande&plain the purpose of thishybridisation

describe the aspects of the e&perimentaltechni%ues used by endel that led to hissuccess

describe outcomes of monohybridcrosses involving simple dominanceusing endel:s e&planations

distinguish between homo;ygous andhetero;ygous genotypes in monohybridcrosses

distinguish between the terms allele and

gene, using e&amples

e&plain the relationship betweendominant and recessive alleles and

phenotype using e&amples

outline the reasons why the importanceof endel:s wor) was not recogniseduntil some time after it was published

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". Chromosomalstructure pro!idesthe key to

inheritance

outline the roles of Sutton and overi inidentifying the importance ofchromosomes

process information from secondarysources to construct a model thatdemonstrates meiosis and the

processes of crossing over,segregation of chromosomes and the

production of haploid gametes

solve problems involving co+dominance and se& lin)age

identify data sources and perform afirst+hand investigation todemonstrate the effect of environmenton phenotype

describe the chemical nature ofchromosomes and genes

identify that 7"= is a double+strandedmolecule twisted into a heli& with eachstrand comprised of a sugar+phosphate

bac)bone and attached bases A adenine3= , thymine 3T , cytosine 3C andguanine 35 A connected to acomplementary strand by pairing the

bases, =+T and 5+C

e&plain the relationship between thestructure and behaviour of chromosomesduring meiosis and the inheritance ofgenes

e&plain the role of gamete formation andse&ual reproduction in variability ofoffspring

describe the inheritance of se&+lin)edgenes, and alleles that e&hibitco+dominance and e&plain why these do

not produce simple endelian ratiosdescribe the wor) of organ that led tothe understanding of se& lin)age

e&plain the relationship betweenhomo;ygous and hetero;ygousgenotypes and the resulting phenotypesin e&amples of co+dominance

outline ways in which the environmentmay affect the e&pression of a gene in anindividual

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%. The structure of,- can $echanged and suchchanges may $ereflected in thephenotype of theaffected organism

describe the process of 7"= replication and e&plainits significance

perform a first+hand investigationor process information fromsecondary sources to develop asimple model for polypeptidesynthesis

analyse information from secondarysources to outline the evidence thatled to eadle and Tatum:s 9one gene

A one protein: hypothesis and toe&plain why this was altered to the9one gene A one polypeptide:hypothesis

process information to construct aflow chart that shows that changes in7"= se%uences can result in changesin cell activity

process and analyse informationfrom secondary sources to e&plaina modern e&ample of 9natural:selection

process information fromsecondary sources to describe andanalyse the relative importance ofthe wor) of-

A ames Batson

A Drancis Cric) A @osalind Dran)lin A aurice Bil)insin determining the structure of7"= and the impact of the %ualityof collaboration andcommunication on their scientificresearch

outline, using asimple model, the process by which7"= controls the production of

polypeptides

e&plain therelationship between proteins and

polypeptides

e&plain howmutations in 7"= may lead to thegeneration of new alleles

discuss evidencefor the mutagenic nature of radiation

e&plain how anunderstanding of the source of variationin organisms has provided support for7arwin:s theory of evolution by naturalselection

describe theconcept of punctuated e%uilibrium inevolution and how it differs from thegradual process proposed by 7arwin

/. Currentreproducti!etechnologies andgenetic engineeringha!e the potential toalter the path ofe!olution

identify how thefollowing current reproductivetechni%ues may alter the geneticcomposition of a population-

A artificial insemination A artificial pollination A cloning

process information fromsecondary sources to describe amethodology used in cloning

analyse information fromsecondary sources to identifye&amples of the use of transgenicspecies and use available evidenceto debate the ethical issues arisingfrom the development and use oftransgenic species

outline the processesused to produce transgenic species andinclude e&amples of this process andreasons for its use

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discuss the potentialimpact of the use of reproductiontechnologies on the genetic diversity ofspecies using a named plant and animale&ample that have been genetically altered

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9. !"e Searc" for Better Healt"

Conte&tual Outline

Bhen physiological processes malfunction, the body tries to repair the damage. The process is similarin all living things and it is only when the process fails to contain the damage that disease can berecognised.

Humans have long recognised the symptoms of disease both in themselves and the animals and plantsaround them. Since the beginnings of recorded history, they have noted the signs that reveal that the

body is malfunctioning. /ncreasing understanding of the causes of disease together with accompanyingadvances in technology have changed approaches to treatment and management of disease.

The search for measures to treat and manage diseases of humans and other organisms continues andthis search is paralleled by continued refinements in technology.

This module increases students: understanding of the history, nature and practice of biology, theapplications and uses of biology, and the implications of biology for society and the environment.


1. 0hat is a healthyorganism

discuss the difficulties of defining theterms 9health: and 9disease:

use availableevidence to analyse the lin)s betweengene e&pression and maintenance andrepair of body tissuesoutline how the function of genes,

mitosis, cell differentiation andspecialisation assist in the maintenanceof health

2. O!er " yearsago the Chinese andHe$rews weread!ocatingcleanliness in food(water and personalhygiene

distinguish between infectious and non+infectious disease

identify datasources, plan and choose e%uipment orresources to perform a first+handinvestigation to identify microbes infood or in water

gather, processand analyse information fromsecondary sources to describe ways inwhich drin)ing water can be treated

and use available evidence to e&plainhow these methods reduce the ris) ofinfection from pathogens

e&plain why cleanliness in food, waterand personal hygiene practices assist incontrol of disease

identify the conditions under which anorganism is described as a pathogen

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". ,uring the secondhalf of thenineteenth century(the work of Pasteurand 3och and otherscientists stimulatedthe search formicro$es as causesof disease

describe the contribution of Pasteur andEoch to our understanding of infectiousdiseases

perform an investigation to modelPasteur:s e&periment to identify therole of microbes in decay

gather and process information totrace the historical development ofour understanding of the cause and

prevention of malaria

distinguish between- prions viruses bacteria proto;oans fungi macro+parasitesand name one e&ample of a diseasecaused by each type of pathogen

identify data sources, gather processand analyse information fromsecondary sources to describe onenamed infectious disease in terms ofits-

A cause A transmission A host response A ma8or symptoms A treatment A prevention A control

identify the role of antibiotics in themanagement of infectious disease

process information from secondarysources to discuss problems relatingto antibiotic resistance

%. Often we recognisean infection $y thesymptoms it causes.The immuneresponse is not soo$!ious( until wereco!er

identify defence barriers to prevent entryof pathogens in humans- A s)in A mucous membranes A cilia A chemical barriers A other body secretions

gather, process and presentinformation from secondary sourcesto show how a named disease resultsfrom an imbalance of microflora inhumans

identify antigens as molecules thattrigger the immune response

e&plain why organ transplants shouldtrigger an immune response

identify defence adaptations, including- A inflammation response A phagocytosis A lymph system A cell death to seal off pathogen

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/. 'ac4arlane5urnet+s work inthe middle of thetwentieth centurycontri$uted to a$etterunderstanding ofthe immuneresponse and theeffecti!eness ofimmunisationprograms

identify the components of the immuneresponse-

A antibodies A T cells A cells

process, analyse and presentinformation from secondary sourcesto evaluate the effectiveness ofvaccination programs in preventingthe spread and occurrence of oncecommon diseases, includingsmallpo&, diphtheria and poliodescribe and e&plain the immune

response in the human body in terms of- interaction between and T

lymphocytes the mechanisms that allow

interaction between and Tlymphocytes

the range of T lymphocytetypes and the difference in their roles

outline the way in which vaccinations prevent infection

outline the reasons for the suppression ofthe immune response in organ transplant

patients

6. )pidemiologicalstudies in!ol!e thecollection and

careful statisticalanalysis of large#uantities of data.Such studies assistthe causalidentification ofnon infectiousdiseases

identify and describe the main featuresof epidemiology using lung cancer as ane&ample

identify causes of non+infectious diseaseusing an e&ample from each of thefollowing categories-

A inherited diseases A nutritional deficiencies A environmental diseases

gather, process and analyseinformation to identify the cause andeffect relationship of smo)ing andlung cancer

identify data sources, plan and perform a first+hand investigation orgather information from secondarysources to analyse and presentinformation about the occurrence,symptoms, cause,treatment(management of a namednon+infectious disease

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7. 8ncreasedunderstanding hasled to the

de!elopment of awide range ofstrategies topre!ent and controldisease

discuss the role of %uarantine in preventingthe spread of disease and plants andanimals into =ustralia or across regions of

=ustralia

perform an investigation to e&amine plant shoots and leaves and gatherfirst+hand information of evidence of

pathogens and insect pestse&plain how one of the followingstrategies has controlled and(or

prevented disease- public health programs pesticides genetic engineering to

produce disease+resistant plants andanimals

process and analyse information fromsecondary sources to evaluate theeffectiveness of %uarantine in

preventing the spread of plant andanimal disease into =ustralia oracross regions of =ustralia

gather and process information anduse available evidence to discuss thechanging methods of dealing with

plant and animal diseases, includingthe shift in emphasis from treatmentand control to management or

prevention of disease

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9.# $ption % Co&&unication

Conte&tual Outline

Humans are social animals and, as such, are in constant communication with others. any animalshave an e&tensive range of communication strategies that include both visual and vocal signals.4earning these signals relies heavily on the involvement of all the sensory organs as well as the brain.

Bhile the full range of senses can be involved in communication, the relative importance of each ofthe senses differs from animal to animal. This module focuses on the two senses that are important formany vertebrate and invertebrate animals A sight and hearing.

Human cultural development e&ploded with the development of speech and the concurrent increasingcomple&ity of communication. Dor some people, however, communication signals are not identifiedeffectively because of faults in the sending, receiving or deciphering of some of the signals. Bithincreasing advances in technology, assistance for people with difficulties in communicating continuesto improve.

This module increases students: understanding of the history, applications and uses of biology, theimplications of biology for society and the environment, and current issues, research anddevelopments in biology.


1. Humans( andother animals(are a$le to detecta range of stimulifrom the e&ternalen!ironment(some of whichare useful forcommunication

identify the role of receptors indetecting stimuli

identify data sources, gather and process information from secondarysources to identify the range of sensesinvolved in communicatione&plain that the response to a stimulus

involves- stimulus receptor messenger effector response

2. 9isualcommunicationin!ol!es the eyeregisteringchanges in theimmediateen!ironment

describe the anatomy and function ofthe human eye, including the-

A con8unctiva A cornea A sclera A choroid A retina A iris A lens A a%ueous and vitreous humor A ciliary body A optic nerve

plan, choose e%uipment or resourcesand perform a first+hand investigationof a mammalian eye to gather first+hand data to relate structures tofunctions

use availableevidence to suggest reasons for thedifferences in range of electromagneticradiation detected by humans and otheranimals

identify the limited range ofwavelengths of the electromagneticspectrum detected by humans andcompare this range with those of othervertebrates and invertebrates

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". The clarityof the signaltransferred

can affectinterpretation ofthe intended!isualcommunication

identify the conditions under whichrefraction of light occurs

plan, choose e%uipment or resourcesand perform a first+hand investigationto model the process of

accommodation by passing rays oflight through conve& lenses of differentfocal lengths

analyse information from secondarysources to describe changes in theshape of the eye:s lens when focusingon near and far ob8ects

process and analyse information fromsecondary sources to describe cataractsand the technology that can be used to

prevent blindness from cataracts anddiscuss the implications of thistechnology for society

identify the cornea, a%ueous humor,lens and vitreous humor as refractivemedia

identify accommodation as thefocusing on ob8ects at differentdistances, describe its achievementthrough the change in curvature of thelens and e&plain its importance

compare the change in the refractive power of the lens from rest to

ma&imum accommodation

distinguish between myopia andhyperopia and outline how technologiescan be used to correct these conditions.

e&plain how the production of twodifferent images of a view can result indepth perception

%. The light

signalreaching theretina istransformed intoan electricalimpulse

identify photoreceptor cells as those

containing light sensitive pigments ande&plain that these cells convert lightimages into electrochemical signalsthat the brain can interpret

describe the differences in distribution,structure and function of the

photoreceptor cells in the human eye

outline the role of rhodopsin in rods

identify that there are three types of

cones, each containing a separate pigment sensitive to either blue, red orgreen light

e&plain that colour blindness inhumans results from the lac) of one ormore of the colour+sensitive pigmentsin the cones

process and analyse information from

secondary sources to compare anddescribe the nature and functioning of

photoreceptor cells in mammals,insects and in one other animal

process and analyse information fromsecondary sources to describe andanalyse the use of colour forcommunication in animals and relatethis to the occurrence of colour visionin animals

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/. Sound is alsoa !ery importantcommunicationmedium forhumans andother animals

e&plain why sound is a useful andversatile form of communication

plan and perform a first+handinvestigation to gather data to identifythe relationship between wavelength,fre%uency and pitch of a sound

gather and process information fromsecondary sources to outline andcompare some of the structures used

by animals other than humans to produce sound

e&plain that sound is produced byvibrating ob8ects and that thefre%uency of the sound is the same asthe fre%uency of the vibration of thesource of the sound

outline the structure of the humanlaryn& and the associated structuresthat assist the production of sound

6. nimals that

produce!i$rationsalso ha!e organsto detect!i$rations

outline and compare the detection of

vibrations by insects, fish andmammals

gather, process and analyse

information from secondary sources onthe structure of a mammalian ear torelate structures to functions

process information from secondarysources to outline the range offre%uencies detected by humans assound and compare this range with twoother mammals, discussing possiblereasons for the differences identified

process information from secondarysources to evaluate a hearing aid and acochlear implant in terms of-

A the position and type of energytransfer occurring

A conditions under which thetechnology will assist hearing

A limitations of each technology

describe the anatomy andfunction of the human ear, including-

A pinna A tympanic membrane A ear ossicles A oval window A round window A cochlea A organ of Corti A auditory nerve

outline the role of the #ustachian tube

outline the path of a sound wavethrough the e&ternal, middle and innerear and identify the energytransformations that occur

describe the relationship between thedistribution of hair cells in the organ ofCorti and the detection of sounds ofdifferent fre%uencies

outline the role of the sound shadowcast by the head in the location ofsound

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7. Signals fromthe eye andear are

transmitted aselectrochemicalchanges in themem$ranes ofthe optic andauditoryner!es

identify that a nerve is a bundle ofneuronal fibres

perform a first+hand investigationusing stained prepared slides and( orelectron micrographs to gather

information about the structure ofneurones and nerves

perform a first+hand investigation toe&amine an appropriate mammalian

brain or model of a human brain togather information to distinguish thecerebrum, cerebellum and medullaoblongata and locate the regions involvedin speech, sight and sound perception

present information from secondary

sources to graphically represent atypical action potential

identify neurones as nerve cells that arethe transmitters of signals by electro+chemical changes in their membranes

define the term 9threshold: and e&plainwhy not all stimuli generate an action

potential

identify those areas of the cerebruminvolved in the perception andinterpretation of light and sound

e&plain, using specific e&amples, theimportance of correct interpretation ofsensory signals by the brain for thecoordination of animal behaviour

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9.6 $ption % Biotec"nology

Conte&tual Outline

iotechnology has been an identifiable part of human culture for thousands of yearsF people learned touse yeasts and other micro+organisms to produce bread, wine, yoghurt, cheeses and antibiotics.

iotechnology now refers to the practical application of modern laboratory techni%ues, such asrecombinant 7"= technology, to support a wide range of human needs, including food andmedicines. =pplications of biotechnology are currently being investigated in areas as diverse asmedicine, marine a%uaculture and forensic science. /ncreased )nowledge and understanding of

biotechnological processes has promoted further applications of these processes in bioremediation, biosubstitution and the production of genetically modified organisms 35 !s . =ll of these can assistin the maintenance and protection of natural environments as well as assisting humans.

This module increases students: understanding of the nature and practice of biology and theapplications and uses of biology, implications of biology for society and the environment, and currentissues, research and developments in biology.


1. The origins of$iotechnology date$ack at least 1 years

describe theorigins of biotechnology in earlysocieties who collected seeds of wild

plants and domesticated some speciesof wild animals

use availableevidence to describe the changes in aspecies of grain or animal as a result ofdomestication and agricultural

processes

processinformation to outline an ancient=ustralian =boriginal use of

biotechnology

e&plain why thecollection of seeds and breeding ofanimals with desired characteristics,could be described as early

biotechnology

describe thechanges in one group of animals andone group of plants as a result ofartificial selection of characteristicssuitable for agricultural stoc)

2. 5iotechnology hascome to $erecognised as theuse of li!ingorganisms to makeor modify aproduct( to impro!eplants or animals orto utilise microorganisms forspecific uses

outline the )eyevents that led to the use of

biotechnological practices, including- A yeast in the manufacture of bread A yeast and fermentation for alcohol

production A the use of other micro+organisms

for the manufacture of yoghurtand cheeses

plan, choosee%uipment or resources, perform afirst+hand investigation to demonstratethe use of fermentation processes in

bread or alcohol production

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". Classical$iotechnologye&ploited knowledgeof cell $iochemistryto produceindustrialfermentationprocedures

describe thee&pansion of fermentation since theearly 1' th century to include the

production of several organiccompounds, including glycerol, lacticacid, citric acid and yeast biomass for

ba)er:s yeast

gather and process information from secondarysources to-

A identify and describe a namedindustrial fermentation process

A identify the micro+organism used inthe fermentation and the products ofthe fermentation

A outline the use of the product of thefermentation process

A use available evidence to assess theimpact of the use of thefermentation product on society atthe time of its introduction

describe strainisolation methods developed in the1 ?0s

describe,using a specific e&ample, the benefitsof strain isolation methods used in

biotechnology in the 20 th century process and

analyse information from secondarysources to demonstrate how changes intechnology and scientific )nowledgehave modified traditional uses of

biotechnology, such as fermentation

identify thatdevelopments in the 1 *0s led to

biotransformation technologies thatcould produce re%uired organiccompounds such as cortisone and se&hormones

%. Cell chemistry isutilised in$iotechnology

outline,simply, the steps in the synthesis of a

protein in the cell, including- A the difference between 7"= and

@"= A the production of messenger @"= A the role of transfer @"= A the formation of the polypeptide

chain3s A the formation of the protein from

polypeptide chains

plan and perform a first+handinvestigation to test the conditions thatinfluence the rate of en;yme activity

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/. 'odern$iotechnologyincludesrecom$inant ,-technology

describe the three essentials of genemanipulation as-

A cutting and 8oining 7"= A monitoring the cutting and 8oining A transforming hosts, such as bacteria,

with the recombinant 7"=

perform a first+hand investigationto e&tract and identify 7"= from asuitable source

process information to produce aflow chart on the se%uence of eventsthat result in the formation ofrecombinant 7"=

gather and analyse information tooutline the purpose of a currentapplication of transgenic technology,naming the organism and genetransfer techni%ue involved

process and analyse secondary

information to identify thatcomplementary 7"= is produced byreverse transcribing @"= or the

polymerase chain reaction

describe the following recombinant7"= techni%ues used in

biotechnology, including- A gene splicing using restriction

en;ymes and ligases to producerecombinant 7"=

A polymerase chain reaction toamplify or modify 7"= se%uences

A use of 7"= vectors and

microin8ection for carrying genesinto nuclear 7"= in the productionof transgenic multicellularorganisms

6. There are manyapplications andareas of research in

$iotechnology

outline one way that forensicscientists can use 7"= analysis to helpsolve cases

identify data sources, gather,analyse and process information to

present one case study on theapplication of biotechnology in eachof the following-

A medicine A animal biotechnology A a%uaculturethese case studies should-

A give details of the process used A identify the organism or tissue

involved A describe the outcome of the

biotechnological process A evaluate the efficiency of the

process and discuss advantages

and disadvantages associated witheither the product or the process

describe one e&ample from thefollowing applications of

biotechnology in medicine- A tissue engineering using s)in

transplantation as an e&ample A gene delivery by nasal sprays A production of a synthetic hormone,

such as insulin

describe one e&ample fromthe following applications of animal or

plant biotechnology- A the production of monoclonal

antibodies A recombinant vaccines to combat

virulent animal diseases

describe onee&ample from the followingapplications of a%uaculture-

A the production of a pharmaceuticalfrom alga

A the farming of a marine animal

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7. )thical issuesrele!ant to the useof $iotechnology are

important and needto $e considered

e&plain whydifferent groups in society may havedifferent views about the use of 7"=technology

use available evidence to identify anddiscuss ethical and social issuesassociated with the use of

biotechnology

identify andevaluate ethical issues related to one ofthe following-

A development of genetically modifiedorganisms 35 !s

A animal cloning A gene cloning

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9.' $ption % (enetics: !"e Co)e Broken*

Conte&tual Outline

Science has come a long way since endel:s important wor) on identifying the transmission ofinherited factors across generations. The code for transmitting this genetic information has beenidentified and models have been developed to e&plain gene functioning. Transcription of theinformation into functional proteins is now well understood and models are being developed to testhow genes direct the structure, function and development of an organism.

odern genetics is moving towards an increased understanding of the biochemical role of individualgenes. This is being enhanced by the Human 5enome Pro8ect that has se%uenced the entire humangenome to identify all the encoded genes.

This module increases students: understanding of the nature, practice, applications and uses of biology, the implications of biology for society and the environment, and current issues, research anddevelopments in biology.


1. The structureof a gene pro!idesthe code for apolypeptide

describe the processes involved in the transfer ofinformation from 7"= through @"= tothe production of a se%uence of aminoacids in a polypeptide

choose e%uipment orresources to perform a first+handinvestigation to construct a model of7"=

process information fromsecondary data to outline the current

understanding of gene e&pression

2. 'ultiple allelesand polygenicinheritancepro!ide further!aria$ility withina trait

give e&amples ofcharacteristics determined by multiplealleles in an organism other than humans

solve problems to predict the inheritance patterns of= ! blood groups and the @hesusfactor

process informationfrom secondary sources to identifyand describe one e&ample of

polygenic inheritance

compare the inheritance ofthe = ! and @hesus blood groups

define what is meant by polygenic inheritance and describe one

e&ample of polygenic inheritance inhumans or another organism.

outline the use of highlyvariable genes for 7"= fingerprinting offorensic samples, for paternity testingand for determining the pedigree ofanimals

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". Studies ofoffspring reflectthe inheritance ofgenes on differentchromosomes andgenes on the samechromosomes

use the terms 9diploid: and9haploid: to describe somatic andgametic cells

process informationfrom secondary sources to analysethe outcome of dihybrid crosses when

both traits are inherited independentlyand when they are lin)ed

perform a first+handinvestigation to model lin)age

describe outcomes ofdihybrid crosses involving simpledominance using endel:s e&planations

predict the difference ininheritance patterns if two genes are lin)ed

e&plain how cross+breedinge&periments can identify the relative

position of lin)ed genes

discuss the role ofchromosome mapping in identifyingrelationships between species

%. The Human*enome Pro ect isattempting toidentify theposition of geneson chromosomesthrough whole

genome se#uencing

discuss the benefits of theHuman 5enome Pro8ect

process informationfrom secondary sources to assess thereasons why the Human 5enomePro8ect could not be achieved bystudying lin)age maps

describe and e&plain thelimitations of data obtained from theHuman 5enome Pro8ect

outline the procedure to produce recombinant 7"=

e&plain how the use ofrecombinant 7"= technology canidentify the position of a gene on achromosome

/. *ene therapy ispossi$le once thegenes responsi$le

for harmfulconditions areidentified

describe currentuse of gene therapy for an identifieddisease

process and analyseinformation from secondary sourcesto identify a current use of gene

therapy to manage a genetic disease,a named form of cancer or =/7S

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;. The timing of genee&pression isimportant in thede!elopmentalprocess

identify the role ofgenes in embryonic development

identify datasources, gather, process and analyseinformation from secondary sourcesand use available evidence to assessthe evidence that analysis of genes

provides for evolutionaryrelationships

summarise the roleof gene cascades determining limbformation in birds and mammals

describe theevidence which indicates the presence ofancestral vertebrate gene homologues inlower animal classes

discuss theevidence available from current researchabout the evolution of genes and theiractions

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1. Humans ha!echaracteristics thatcan $e used toclassify them withother organisms

outline the generalclassification hierarchy from phylum tospecies

identify datasources, gather, process andanalyse information fromsecondary sources to illustrate theclassification process byidentifying features of humans thatclassifies them as-

A =nimal A Chordate A ammal A Primate A Hominid A Homo A Homo sapiens

process

information to summarise andanalyse the similarities anddifferences between prosimians,mon)eys, apes and humans

analyse information and useavailable evidence to identifytechnological advances andresulting new information thathave changed scientists: opinionsabout the classification of primates

define the termspecies and outline criteria used to identifya species

outline features thatclassify humans as-

A mammal A primate A hominid A hominin

discuss the use of

the terms hominin and hominid in termsof the arbitrary nature of classificationsystems

describe primatecharacteristics, including-

A hand(foot structure and function,including opposable thumb or toe

A s)ull shape and function A brain si;e relative to body si;e A arrangement of the vertebral column

to the degree of upright stance

A vision, including degree of stereoscopicvision, colour vision A reproductive features, including single

live young and relatively longgestation

A parenting and group bonding

describe primate characteristics in- A prosimians A new and old world mon)eys A apes A humans

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2. 4ossil and other$iological e!idenceassists in theclarification of therelationships$etween humansand other primates

outline the conditions under whichfossils may form

process and analyse informationfrom secondary sources to model)aryotype analysis

process information fromsecondary sources to model 7"=A 7"= hybridisation in order todemonstrate its use in determiningrelationships between organisms

identify data sources, gather, process and present informationfrom secondary sources about thematernal inheritance ofmitochondrial 7"= and itsimportance in tracing humanevolution

relate the age of the #arth to the way inwhich geological time is described

distinguish between and describe somerelative and absolute techni%ues used fordating fossils

describe relative dating techni%ues usingfossil se%uence in strata

discuss the difficulty of interpreting the past from the fossil record alone,including-

A conflicting dates based on differenttechnologies

A the paucity of the fossil record A different interpretations of the same

evidence

compare living primates to hypothesise aboutrelationships between groups of primatesusing evidence from-

A )aryotype analysis A 7"=A7"= hybridisation

A comparison of haemoglobins A 7"= se%uencing A mitochondrial 7"= as a molecular

cloc)

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". ,e$ate continues onthe relationships$etween hominidspecies

e&amine at least two alternative viewsof human evolutionary relationshipsusing the same fossil evidence,including-

A Ardipithecus ramidus(Australopithecus ramidus)

Australopithecus afarensis Paranthropus robustus

(Australopithecus robustus) Paranthropus boisei

(Australopithecus boisei) Australopithecus africanus Homo habilis Homo ergaster Homo erectus Homo heidelbergensis Homo neanderthalensis Homo sapiens

gather, process, present and analyseinformation to provide an overview ofthe similarities and differences of anytwo species used in tracing humanevolutionary relationships

process secondary information and useavailable evidence to assess thecontribution of one of the following toour increased understanding of humanevolution-

A the 4ea)ey family A ohanson A room A Tobias A 7art A 5oodall

gather and process information fromsecondary sources to analyse andevaluate the evidence for twodifferent models of human evolution

compare the above species, includingcomparisons of-

A body structure A cranial capacity A fossil ages and regional locations A inferred culture

outline and e&amine the evidence forthe pattern of human migration and

evolution based on- A the 9!ut of =frica: model A the theory of regional continuity

3multi+regional hypothesis

%. How humans ha!eadapted to theiren!ironment

outline the mechanisms that led tohuman diversity

gather and process information fromsecondary sources to describe twoe&amples of polymorphism inhumans and analyse the evolutionarysignificance of the phenotypes

displayed

e&plain the differences between polymorphism and clinal

gradation using at least oneappropriate e&ample from human phenotypes

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/. Culturalde!elopment has$een a significantfeature of humane!olution

describe the cultural changes thatoccurred as humans developed intoefficient hunters in organisedcooperative groups

process and analyse informationfrom secondary sources to comparehumans with other primates in termsof-

A care of young A length of 8uvenile stage A development of, and si;e of,

social groups A the development and use of tools A communication systemsand assess the evolutionarysignificance of the similarities anddifferences identified

discuss possible impacts of thiscultural development

6. Current and futuretrends in $iologicale!olution andculturalde!elopment

analyse the possible effects onhuman evolution of the followingfactors-

A increased population mobility A modern medicine A genetic engineering

gather, process, present and analyseinformation from secondary sources toaccount for changes in human

population numbers in the last 10 000years and to discuss the potentialimpact of named e&amples of moderntechnologies on future human

populations

process information from secondarysources to outline the purpose of theHuman 5enome Pro8ect and brieflydiscuss its implications

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9.9 $ption % Bioc"e&istry

Conte&tual Outline

#&amining a dead organism tells biologists a little about its structure and very little about its function.The great challenge to biologists has been to identify and describe not only the structure and functionof living organisms but to describe how their metabolism wor)s.

/t has been difficult for the biologist to fully understand cell function in particular, becausemicroanalysis of living tissue has never been easy. Bhen biologists have technologies at their disposalto watch intact structures operating, the complete story will be told.

The history of photosynthesis tells the story of the progression of )nowledge that follows closely theimprovements in technology that allowed new strategies to be implemented for the study of livingmaterials.

This module increases students: understanding of the history, nature, practice, applications and usesof biology.


1. Photosynthesis is oneof the mostimportant$iochemicalreactions that can $estudied

discuss reasons for studying photosynthesis, including- A its production of food resources and

the need to increase crop yields A understanding of photosynthesis may

lead to better methods of harvestingsolar energy

A photosynthesis can provide raw

materials for a range of human needs A the importance of the role of photosynthesis in reducing carbondio&ide levels in the atmosphere

A the importance of generating o&ygen

gather, process and summariseinformation from secondary sources toidentify the products of photosynthesisand describe the function of thesecompounds in living organisms

analyse information from secondarysources to discuss and evaluate the

potential uses of photosynthesis inreplacing at least three named materials presently obtained from other non+renewable resources

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2. The notion thatplants o$tainnourishment fromwater( light and airtook nearly twocenturies to e!ol!e

outline the progress that occurred inthe 1>th and 1'th centuries towardsunderstanding plant growth byidentifying-

A the observation of van Helmont thatsoil was not primarily responsiblefor a plants change in mass as itgrew

A Stephen Hales: proposal that plantse&tract some of their matter fromair

A the wor) of Priestley in identifyingthat plants could 9restore the air:used by a candle and his subse%uentdiscovery of o&ygen

A /ngen+Hous;:s demonstration of the

importance of sunlight for o&ygen production by plants A Senebier:s demonstration of the use

of carbon dio&ide during photosynthesis

A Saussure:s conclusion that waterwas also necessary for

photosynthesis

identify data sources, choosee%uipment or resources to plan and

perform a first+hand investigationthat could test the observations of oneof-

A van Helmont A Hales A Priestley A /ngen+Hous; A Senebier A Saussure

gather and process information fromsecondary sources to identify anddescribe one e&ample of a moderntechnology other than microscopy not

available to the above people thatwould have assisted them in theirinvestigations

process information from secondarysources to identify observations andconclusions from the observations thatled to the hypothesis of lac)man and

athgele&plain that, building on the

evidence from earlier investigations,ayer concluded that plants convert

light energy to chemical energy

identify that lac)man and athgelhypothesised that photosynthesis was atwo+step process

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". Chloroplasts wereproposed as the siteof photosynthesis inthe late 1


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%. 5y the middle of the2 th century( adescription of the

light dependentreaction wasde!eloping

describe and discuss the importance ofGan "iel:s hypothesis that water was thesource of o&ygen given out in

photosynthesis

present information that describes therepetitive flash techni%ue first used

by #merson and Bahl and accountfor its subse%uent importance in thestudy of photosynthesis

gather and process information fromsecondary sources to trace the lightdependent reaction of photosynthesison a suitable biochemical pathwaysflow chart

outline the classic e&periments of#merson and =rnold and theirinterpretation by 5affron and Bahl thatled to the hypothesis of a photosyntheticunit consisting of chlorophyll and

photoen;yme molecules

identify the light dependent reaction asthat which traps light energy andcoverts it to chemical energy stored in=TP

identify the role of chlorophylls in thelight reactions

e&plain the significance of thedifference in function of photosystems/ and //

identify the role of the coen;ymes =7Pand "=7P in the light reactions

/. The use of isotopesmade the tracing of$iochemicalreactions mucheasier

e&plain why the trac)ing of biochemical reactions is difficult

gather and process information fromsecondary sources to outline therange of isotopes that have beenuseful in studying photosynthesis ande&plain how radioactive tracers can

be incorporated into plants to followa biochemical pathway, such as

photosynthesis

identify that isotopes of some elementsmay be unstable and emit radiation

define what is meant by the half+life ofan isotope and e&plain how this wouldaffect its use in biochemistry

outline the evidence provided by- A Hill and Scarisbruc)

A @ubento confirm that the o&ygen released by

photosynthesis originated from water

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6. The disco!ery ofC1% in the mid 2 thcentury allowed adetailed study of therole of car$ondio&ide inphotosynthesis

identify that Eamen and @ubendiscovered C1? and demonstrated thatradioactive carbon dio&ide could beused to investigate the chemicaltransformations of carbon dio&ideduring photosynthesis in 1 ?0

gather and process information to usea biochemical pathways chart to tracethe steps in the Calvin cycle

describe the e&periments, using paperchromatography, that Calvin carriedout to deduce the products of

photosynthesis

outline the main steps of the Calvincycle as-

A the production of phosphoglyceratefrom the combining of carbon

dio&ide with an acceptor molecule A the reduction of

phosphoglycerate intoglyceraldehyde phosphate in tworeactions that use =TP and

"=7PH produced in the lightreactions

A the regeneration of theinitial carbon dio&ide acceptor

e&plain why the Calvin cycle is nowcalled the light independent stage of

photosynthesis

7. TP is the energysource of e!eryli!ing cell

identify that adenosine triphosphate isused as an energy source for nearly allcellular metabolic processes

gather and process information froma diagram or model of the structureof the adenosine triphosphatemolecule to discuss the nature andorganisation of the phosphodiester

bonds between the phosphate groupse&plain that the biologically important

part of the molecule contains three phosphate groups lin)ed by highenergy phosphodiester bonds

outline the discovery of =TP synthesisin the mid 20th century in terms of- A the discovery of

photophosphorylation inchloroplasts of plants

A the discovery that =TPsynthesis involves an electrontransfer reaction occurring across amembrane

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;. The de!elopment ofthe electronmicroscope inincreasinglysophisticated formshas increasedunderstanding ofchloroplaststructure

describe the structure of a chloroplastas seen under a transmission electronmicroscope

gather and present information fromsecondary sources, including electronmicrographs to-

A draw and label thestructure of a chloroplast

A compare the si;e, shapeand distribution of chloroplasts ina named alga, terrestrialangiosperm and a%uaticangiosperm

gather and process information fromsecondary sources to identify ande&plain the location of the sites oflight absorption and the site of theCalvin cycle

identify the average si;e of achloroplast and describe the range ofsi;es observed across species

describe the thyla)oids as flattened,hollow discs with chlorophyll dissolvedin the lipid layers of the membrane

describe the stroma as matri& lyingwithin the inner membrane containing7"=, ribosomes, lipid droplets andstarch granules

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1, Course -e uire&entsDor the Preliminary course-

120 indicative hours are re%uired to complete the coursethe content in each module must be addressed over the coursee&periences over the course must cover the scope of each s)ill as described in Section '.1practical e&periences should occupy a minimum of ?* indicative hours of course timeat least one open+ended investigation integrating s)ill and )nowledge outcomes must be includedin the course.

Dor the HSC course-the Preliminary course is a prere%uisite120 indicative hours are re%uired to complete the coursethe content in each module of the core and one option must be addressed over the coursee&periences over the course must cover the scope of each s)ill as described in Section .1practical e&periences should occupy a minimum of $* indicative hours of course timeat least one open+ended investigation integrating s)ill and )nowledge outcomes must be includedin the course.

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Biology HSC Syllabus

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