2024 Semester 2 Biology Learning Outcomes PDF

*STAGE 1 Biolology Science Inquiry Skills* *Learning Outcomes* +-----------------------------------------------------------------------+ | KEY IDEAS | +=======================================================================+ | - Design...

*STAGE 1 Biolology Science Inquiry Skills* *Learning Outcomes* +-----------------------------------------------------------------------+ | KEY IDEAS | +=======================================================================+ | - Design investigations that require investigable questions and | | imaginative solutions (with or without implementation) | | | | - Critique proposed investigations | | | | - Use the conclusion of one investigation to propose subsequent | | experiments | | | | - Change an independent variable in a given procedure and adapting | | the method | | | | - Research, develop, and trial a method | | | | - Improve an existing procedure | | | | - Identify options for measuring the dependent variable | +-----------------------------------------------------------------------+ | - Consider the type and amount of data to be collected | +-----------------------------------------------------------------------+ | - Identify ethical and safety considerations. | +-----------------------------------------------------------------------+ | - Represent results of investigations in appropriate ways, | | including: | | | | | | | | - use of appropriate SI units, symbols | | | | - construction of appropriately labelled tables | | | | - drawing of graphs: linear, non-linear, lines of best fit | | | | - use of significant figures. | +-----------------------------------------------------------------------+ | - Select, use, and interpret appropriate representations, | | including: | | | | | | | | - mathematical relationships, such as ratios | | | | - diagrams | | | | - equations | | | | to explain concepts, solve problems, and make predictions. | +-----------------------------------------------------------------------+ | - Analyse data, including: | | | | | | | | - identification and discussion of trends, patterns, and | | relationships | | | | - interpolation/extrapolation where appropriate | | | | - selection and use of evidence and scientific understanding to | | make and justify conclusions. | +-----------------------------------------------------------------------+ | - Evaluate the procedures and results to identify sources of | | uncertainty, including: | | | | | | | | - random and systematic errors | | | | - replication | | | | - sample size | | | | - accuracy | | | | - reliability | | | | - precision | | | | - validity | | | | - effective control of variables. | | | | | | | | - Discuss the impact that sources of uncertainty have on | | experimental results. | | | | - Recognise the limitations of conclusions. | +-----------------------------------------------------------------------+ | - Communicate to specific audiences and for specific purposes | | using: | | | | | | | | - appropriate language | | | | - terminology | | | | - conventions. | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | Science Understanding | +=======================================================================+ | Microorganisms are important living things. | | | | Microorganisms include bacteria, fungi, and protists. | +-----------------------------------------------------------------------+ | In ideal conditions bacterial populations grow exponentially. | | | | Different bacteria require specific conditions for growth. | | | | - Discuss the effects of factors such as: | | | | | | | | - - - - - | | | | Microorganisms act as decomposers, which enables recycling of | | essential nutrients. | | | | Bacteria reproduce by binary fission (asexual). | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Microorganisms are important to humans. | | | | - Discuss the role of microorganisms in: | | | | | | | | - - - - | | | | Humans have cultured and used microorganisms for about 10 000 years. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Microorganisms can cause food spoilage and by controlling the growth | | of microorganisms, food can be preserved. | | | | - Describe the causes of food spoilage, and explain the importance | | of hygienic practices. | | | | - Describe techniques for preserving food, including the use of | | heat/cold, the addition of acids, sugars, or salt, and the | | removal of water. Relate each technique to growth requirements of | | microorganisms and/or diffusion. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Infectious disease differs from other diseases. | | | | - Distinguish between infectious and non-infectious disease. | | | | - Determine the characteristics of a pathogen. | | | | - Describe the methods by which pathogens may be transmitted | | between hosts, such as: | | | | | | | | - - - - - | | | | animals. | +-----------------------------------------------------------------------+ | Infectious diseases can cause widespread health issues for local, | | national, and/or global populations. | | | | - Describe the interrelated factors that can determine the spread | | of infectious disease, including: | | | | | | | | - - - - | | | | Examples of disease control include: controlling the carriers (e.g. | | fleas, mosquitoes) | | | | - killing the pathogen (e.g. antibiotics, antiseptics) | | | | - quarantining carriers of the disease | | | | the immune response. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | Science Understanding | +=======================================================================+ | Pathogens have adaptations that facilitate their entry into cells and | | tissues and hosts. | | | | - Describe how pathogens and host cells recognise each other. | | | | - Explain that some pathogens enter cells to survive and reproduce. | +-----------------------------------------------------------------------+ | - Describe the basic concept of molecular recognition (e.g. | | pathogens binding to cellular receptors). | | | | - Explain that some pathogens must enter cells to ensure their | | survival, replication, and to evade the immune system. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | When a pathogen enters a host, it causes physical or chemical changes | | that stimulate immune responses in the host. | | | | - Define the term 'antigen'. | | | | - Compare foreign antigens (non-self) with self-antigens. | +-----------------------------------------------------------------------+ | The human immune system protects the body against disease by: | | | | - physical barriers | | | | - innate (non-specific) immune response | | | | - the adaptive (acquired) immune response. | | | | The different responses work together to neutralise or prevent entry | | of pathogens. | | | | - Describe the function of the various physical barriers that exist | | to prevent the entry of pathogens. | +-----------------------------------------------------------------------+ | Many organisms have an innate (non‑specific) immune system to the | | presence of pathogens. | | | | - Recognise that the innate (non-specific) immune system is the | | second line of defence with responses that are non-specific. | | | | - Recognise that most organisms, including bacteria, fungi, plants, | | invertebrates and vertebrates display innate immune responses as | | a first line of defence against pathogens (e.g. histamine | | complement, antibiotics etc.). | | | | - Describe how the adaptive (acquired) immune response reacts | | specifically to antigens. | +-----------------------------------------------------------------------+ | - Describe how the human body responds specifically to foreign | | antigens via the adaptive (acquired) immune system. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Exposure to an antigen is required for acquired immunity. This may be | | acquired through passive or active processes. | | | | Passive immunity may be acquired from maternal antibodies or antibody | | serum injection. | | | | Active immunity may be acquired through natural exposure to a | | pathogen or through vaccination. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | Biodiversity is the variety of all living things and includes | | diversity in genetics, species, and ecosystems. | | | | - Distinguish between a species, population, community, and an | | ecosystem. | | | | - Describe diversity in examples of: | | | | | | | | - - | | | | In general, the higher the biodiversity of an ecosystem, the more | | stable it is. | +=======================================================================+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Biological classification is hierarchical and indicates the | | relationship between organisms based on their physical structures and | | the similarities in shared molecular sequences. | | | | There is an internationally agreed system of nomenclature of species | | which undergoes revision. | | | | - Distinguish between scientific names and common names for | | species. | | | | - Recognise that very closely related species have similar | | scientific names. | | | | - Discuss the advantages of an internationally agreed system of | | nomenclature. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | Biodiversity is the variety of all living things and includes | | diversity in genetics, species, and ecosystems. | | | | - Distinguish between a species, population, community, and an | | ecosystem. | | | | - Describe diversity in examples of: | | | | | | | | - - | | | | In general, the higher the biodiversity of an ecosystem, the more | | stable it is. | +=======================================================================+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Biological classification is hierarchical and indicates the | | relationship between organisms based on their physical structures and | | the similarities in shared molecular sequences. | | | | There is an internationally agreed system of nomenclature of species | | which undergoes revision. | | | | - Distinguish between scientific names and common names for | | species. | | | | - Recognise that very closely related species have similar | | scientific names. | | | | - Discuss the advantages of an internationally agreed system of | | nomenclature. | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ | Organisms have adaptations that help them survive and reproduce. | | | | Discuss examples of adaptations (behavioural, structural, and | | physiological) in plants and animals. | +-----------------------------------------------------------------------+ | Ecosystems can be diverse, and can be defined by their biotic and | | abiotic components and the interactions between elements of these | | components. | | | | - Distinguish between biotic and abiotic components of ecosystems. | | | | - Compare the characteristics of at least two ecosystems. | | | | Patterns within a community include zonation and stratification. | +-----------------------------------------------------------------------+ | The biotic and abiotic components of ecosystems interact with each | | other to capture, transform, and transfer energy. | | | | Nutrients within an ecosystem are involved in biogeochemical cycles. | | Know and be able to interpret the carbon cycle | | | | Humans can interfere with natural cycles. Know how humans impact the | | carbon cycle. | +-----------------------------------------------------------------------+ | Ecosystems include populations of organisms that each fills a | | specific ecological niche. | | | | - Describe a niche in terms of key indicators within the ecosystem, | | including habitat, feeding relationships, and interactions with | | other species. | | | | Keystone species play a critical role in the maintenance of their | | ecosystem. | | | | Explain the significance of keystone species in their ecosystem. | +-----------------------------------------------------------------------+ | Humans have significant impacts on ecosystems. | | | | - Explain how the destruction of habitats as a result of human | | activity speeds up changes in ecosystems and impacts on | | biodiversity. | | | | By measuring key aspects of the biotic and abiotic components of the | | ecosystem, it is possible to make predictions relating to the impact | | of environmental change. | | | | Describe how these predictions can help to develop strategies to | | minimise the adverse effects of such change | +-----------------------------------------------------------------------+ | Populations with reduced genetic diversity face increased risk of | | extinction. | | | | Explain why genetic diversity is important for a species' survival in | | a changing environment. | +-----------------------------------------------------------------------+