Biology 2019 v1.3 General Senior Syllabus PDF

Biology 2019 v1.3 General Senior Syllabus This syllabus is for implementation with Year 11 students in 2019. 220807 Contents 1 Course overview __________________________________ 1 1.1 Introduction............................................................................................... 1 1.1.1 Rationale......................................................................................................... 1 1.1.2 Learning area structure................................................................................... 3 1.1.3 Course structure............................................................................................. 4 1.2 Teaching and learning.............................................................................. 5 1.2.1 Syllabus objectives......................................................................................... 5 1.2.2 Underpinning factors....................................................................................... 6 1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives................. 10 1.2.4 Pedagogical and conceptual frameworks..................................................... 10 1.2.5 Subject matter............................................................................................... 14 1.3 Assessment — general information........................................................ 16 1.3.1 Formative assessments — Units 1 and 2..................................................... 16 1.3.2 Summative assessments — Units 3 and 4................................................... 16 1.4 Reporting standards............................................................................... 18 2 Unit 1: Cells and multicellular organisms ____________ 20 2.1 Unit description....................................................................................... 20 2.2 Unit objectives........................................................................................ 20 2.3 Topic 1: Cells as the basis of life............................................................ 21 2.4 Topic 2: Multicellular organisms............................................................. 24 2.5 Assessment guidance............................................................................ 27 3 Unit 2: Maintaining the internal environment__________ 28 3.1 Unit description....................................................................................... 28 3.2 Unit objectives........................................................................................ 28 3.3 Topic 1: Homeostasis............................................................................. 29 3.4 Topic 2: Infectious disease..................................................................... 31 3.5 Assessment guidance............................................................................ 34 4 Unit 3: Biodiversity and the interconnectedness of life _ 35 4.1 Unit description....................................................................................... 35 4.2 Unit objectives........................................................................................ 36 4.3 Topic 1: Describing biodiversity.............................................................. 37 4.4 Topic 2: Ecosystem dynamics................................................................ 39 4.5 Assessment............................................................................................ 42 4.5.1 Summative internal assessment 1 (IA1): Data test (10%)........................... 42 4.5.2 Summative internal assessment 2 (IA2): Student experiment (20%).......... 46 4.5.3 Summative external assessment (EA): Examination (50%)........................ 52 5 Unit 4: Heredity and continuity of life ________________ 53 5.1 Unit description....................................................................................... 53 5.2 Unit objectives........................................................................................ 53 5.3 Topic 1: DNA, genes and the continuity of life........................................ 54 5.4 Topic 2: Continuity of life on Earth.......................................................... 58 5.5 Assessment............................................................................................ 60 5.5.1 Summative internal assessment 3 (IA3): Research investigation (20%)............................................................................................................ 60 5.5.2 Summative external assessment (EA): Examination (50%)........................ 66 6 Glossary _______________________________________ 68 7 References _____________________________________ 89 8 Version history __________________________________ 91 1 Course overview 1.1 Introduction 1.1.1 Rationale At the core of all science endeavour is the inquiry into the nature of the universe. Science uses a systematic way of thinking, involving creative and critical reasoning, in order to acquire better and more reliable knowledge. Scientists recognise that knowledge is not fixed, but is fallible and open to challenge. As such, scientific endeavour is never conducted in isolation, but builds on and challenges an existing body of knowledge in the pursuit of more reliable knowledge. This collaborative process, whereby new knowledge is gained, is essential to the cooperative advancement of science, technology, health and society in the 21st century. Tertiary study in any field will be aided by the transferable skills developed in this senior Science subject. It is expected that an appreciation of, and respect for, evidence-based conclusions and the processes required to gather, scrutinise and use evidence, will be carried forward into all aspects of life beyond the classroom. The purpose of senior Science subjects in Queensland is to introduce students to a scientific discipline. Students will be required to learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. Upon completion of the course, students will have an appreciation for a body of scientific knowledge and the process that is undertaken to acquire this knowledge. They will be able to distinguish between claims and evidence, opinion and fact, and conjecture and conclusions. In each of the senior Science subjects, students will develop: a deep understanding of a core body of discipline knowledge aspects of the skills used by scientists to develop new knowledge, as well as the opportunity to refine these skills through practical activities the ability to coordinate their understandings of the knowledge and skills associated with the discipline to refine experiments, verify known scientific relationships, explain phenomena with justification and evaluate claims by finding evidence to support or refute the claims. Biology provides opportunities for students to engage with living systems. In Unit 1, students develop their understanding of cells and multicellular organisms. In Unit 2, they engage with the concept of maintaining the internal environment. In Unit 3, students study biodiversity and the interconnectedness of life. This knowledge is linked in Unit 4 with the concepts of heredity and the continuity of life. Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 1 of 1 Biology aims to develop students’: sense of wonder and curiosity about life respect for all living things and the environment understanding of how biological systems interact and are interrelated, the flow of matter and energy through and between these systems, and the processes by which they persist and change understanding of major biological concepts, theories and models related to biological systems at all scales, from subcellular processes to ecosystem dynamics appreciation of how biological knowledge has developed over time and continues to develop; how scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts ability to plan and carry out fieldwork, laboratory and other research investigations, including the collection and analysis of qualitative and quantitative data and the interpretation of evidence ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres. Assumed knowledge, prior learning or experience The P–10 Australian Curriculum: Science is assumed knowledge for this syllabus. Pathways Biology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 2 of 2 1.1.2 Learning area structure All learning areas build on the P–10 Australian Curriculum. Figure 1: Learning area structure P–10 Australian Curriculum Science Senior Secondary Sciences Learning Area General Applied results may contribute to an Australian Tertiary no more than one Applied Admission Rank (ATAR) calculation subject can contribute to an results contribute to the Queensland Certificate ATAR calculation of Education (QCE) results contribute to the QCE includes external assessment Agricultural Agricultural Science Marine Science Practices Biology Physics Aquatic Practices Chemistry Psychology Science in Practice Earth & Environmental Science Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 3 of 3 1.1.3 Course structure Biology is a course of study consisting of four units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Students should complete Units 1 and 2 before beginning Units 3 and 4. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations. Figure 2 outlines the structure of this course of study. Each unit has been developed with a notional time of 55 hours of teaching and learning, including assessment. Figure 2: Course structure Biology Unit 1 Unit 2 Unit 3 Unit 4 Cells and Maintaining Biodiversity and Heredity and multicellular the internal the inter- continuity of life organisms environment connectedness of life Topic 1: Cells as Topic 1: Topic 1: Describing Topic 1: DNA, the basis of life Homeostasis biodiversity genes and the Topic 2: Topic 2: Infectious Topic 2: Ecosystem continuity of life Multicellular diseases dynamics Topic 2: Continuity organisms of life on Earth Assessment Assessment Assessment Assessment Formative internal Formative internal Summative internal Summative internal assessment/s assessment/s assessment 1: assessment 3: Data test (10%) Research investigation (20%) Summative internal assessment 2: Student experiment (20%) Students should have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4. Summative external assessment: For reporting purposes, schools should develop Examination (50%) at least one assessment per unit, with a maximum of four assessments across Units 1 and 2. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 4 of 4 1.2 Teaching and learning 1.2.1 Syllabus objectives The syllabus objectives outline what students have the opportunity to learn. Assessment provides evidence of how well students have achieved the objectives. Syllabus objectives inform unit objectives, which are contextualised for the subject matter and requirements of the unit. Unit objectives, in turn, inform the assessment objectives, which are further contextualised for the requirements of the assessment instruments. The number of each objective remains constant at all levels, i.e. Syllabus objective 1 relates to Unit objective 1 and to Assessment objective 1 in each assessment instrument. Syllabus objectives are described in terms of actions that operate on the subject matter. Students are required to use a range of cognitive processes in order to demonstrate and meet the syllabus objectives. These cognitive processes are described in the explanatory paragraph following each objective in terms of four levels: retrieval, comprehension, analytical processes (analysis), and knowledge utilisation, with each process building on the previous processes (see Marzano & Kendall 2007, 2008). That is, comprehension requires retrieval, and knowledge utilisation requires retrieval, comprehension and analytical processes (analysis). By the conclusion of the course of study, students will: Syllabus objective Unit 1 Unit 2 Unit 3 Unit 4 1. describe and explain scientific concepts, theories, models and systems and their limitations 2. apply understanding of scientific concepts, theories, models and systems within their limitations 3. analyse evidence 4. interpret evidence 5. investigate phenomena 6. evaluate processes, claims and conclusions 7. communicate understandings, findings, arguments and conclusions. 1. describe and explain scientific concepts, theories, models and systems and their limitations When students describe and explain scientific concepts, theories, models and systems and their limitations, they give a detailed account of a concept, theory, model or system making relationships, reasons or causes evident. They reflect on relevant social, economic, ethical and cultural factors. 2. apply understanding of scientific concepts, theories, models and systems within their limitations When students apply their understanding of scientific concepts, theories, models and systems within their limitations, they explain local, regional and global phenomena and determine outcomes, behaviours and implications. They use algebraic, visual and graphical representations of scientific relationships and data to determine unknown scientific quantities or variables. They recognise the limitations of models and theories when discussing results. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 5 of 5 3. analyse evidence When students analyse evidence, they recognise the variety of forms of evidence, and distinguish between quantitative, qualitative, primary and secondary evidence. When students analyse evidence in the form of qualitative data, they identify the essential elements, features or components of the data. When students analyse evidence in the form of quantitative data, they use mathematical processes to identify trends, patterns, relationships, limitations and uncertainty in the data. 4. interpret evidence When students interpret evidence, they use their knowledge and understanding of scientific concepts, theories, models and systems and their limitations to draw conclusions based on their analysis of qualitative and quantitative evidence and established criteria. 5. investigate phenomena When students investigate phenomena, they plan and carry out experimental and/or research activities in order to obtain evidence for the purpose of reaching a conclusion. They collect, collate and process evidence. Students ensure that relevant ethical, environmental and safety considerations have been incorporated into their practice. 6. evaluate processes, claims and conclusions When students evaluate processes, claims and conclusions, they critically reflect on the available evidence and make judgments about its application to a research question, and its use to inform further investigation. When students evaluate processes, they use the quality of the evidence to evaluate the validity and reliability of the method used, the appropriateness of assumptions made and possible refinements required. When students evaluate claims, they identify the evidence that would be required to support or refute the claim. They scrutinise evidence for bias, conjecture, alternatives or inaccuracies. When students evaluate conclusions, they consider the credibility of the supporting evidence. 7. communicate understandings, findings, arguments and conclusions When students communicate, they use scientific representations and language within appropriate genres to present information. They use technology to share knowledge by exchanging information and creating information products. 1.2.2 Underpinning factors There are three skill sets that underpin senior syllabuses and are essential for defining the distinctive nature of subjects: literacy — the set of knowledge and skills about language and texts essential for understanding and conveying Biology content numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully 21st century skills — the attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world. These skill sets, which overlap and interact, are derived from current education, industry and community expectations. They encompass the knowledge, skills, capabilities, behaviours and dispositions that will help students live and work successfully in the 21st century. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 6 of 6 Together these three skill sets shape the development of senior subject syllabuses. Although coverage of each skill set may vary from syllabus to syllabus, students should be provided with opportunities to learn through and about these skills over the course of study. Each skill set contains identifiable knowledge and skills that can be directly assessed. Literacy in Biology The skills of literacy in science (distinct from ‘scientific literacy’) are essential for successful scientific inquiry (Douglas et al 2006, Saul 2004, Yore et al 2003). In any scientific inquiry activity, literacy skills support students by enabling them to grapple with ideas, conduct research, discuss their thoughts, enhance conceptual understanding and solve problems (Krajcik & Southerland 2010). The literacy skills important to this subject are those related to the comprehension and composition of texts that provide information, describe and explain events and phenomena, report on experiments, present and analyse data, and offer opinions or claims (ACARA 2015a). Biology students comprehend and compose multimedia texts, such as reports, charts, graphs, diagrams, pictures, maps, animations, models and other visual media. They understand and apply language structures that are used to link information and ideas, give descriptions and explanations, formulate research questions and construct evidence-based arguments capable of expressing an informed position (ACARA 2015a). Students learn these skills by having opportunity to engage with: rich and varied science and media texts class activities that use literacy as a tool for learning strategies for reading scientific texts (Moore 2009). The learning opportunities described above can be integrated with stimulus questions, Science as a Human Endeavour subject matter and mandatory practicals. Students could be asked to: explain links between new ideas and prior knowledge and experiences engage in learning experiences directed by a question that is meaningful to their lives connect multiple representations of a concept (e.g. written texts, formulas, graphs or diagrams of the same concept) use scientific ideas to compose evidence-based conclusions in the mandatory practicals engage with the discourses of science such as those found in scientific literature and media texts (Krajcik & Southerland 2010). These strategies will promote students’ ability to read, write and communicate about science so that they can engage with science-related issues throughout their lives. These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter, and instrument-specific marking guides (ISMGs) for Biology. Numeracy in Biology The skills of numeracy in Biology are essential for successful scientific inquiry. In any scientific inquiry activity, numeracy skills support students by enabling them to make and record observations; order, represent and analyse data; and interpret trends and relationships (ACARA 2015b). Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 7 of 7 The numeracy skills important to this subject are those related to the interpretation of complex spatial and graphical representations, and the appreciation of the ways in which scientific concepts, theories, systems and models are structured, communicated, interact or change across spatial and temporal scales (ACARA 2015b). Students will use knowledge and skills in areas such as: graphing ratio and proportion converting from one unit to another scientific notation an understanding of place in number (significant figures) estimation and calculation in order to analyse data determining the reliability of data interpreting and manipulating mathematical relationships in order to calculate and predict values (ACARA 2009, 2015). Students will learn these skills as they: measure and record data during the mandatory practicals use or interpret meaning from formulas interpret graphical information presented in science and media texts undertake class activities that use numeracy as a tool for learning use mathematics or equations as justification or evidence for conclusions interpret and represent information in a variety of forms. These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter, and ISMGs for Biology. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 8 of 8 21st century skills The 21st century skills identified in the following table reflect a common agreement, both in Australia and internationally, on the skills and attributes students need to prepare them for higher education, work and engagement in a complex and rapidly changing world. 21st century skills Associated skills 21st century skills Associated skills analytical thinking innovation problem-solving initiative and enterprise decision-making curiosity and imagination reasoning creativity critical thinking reflecting and evaluating creative thinking generating and applying intellectual flexibility new ideas identifying alternatives seeing or making new links effective oral and written relating to others communication (interacting with others) using language, symbols recognising and using and texts collaboration and diverse perspectives communication teamwork communicating ideas participating and effectively with diverse contributing audiences community connections adaptability/flexibility operations and concepts management (self, career, accessing and analysing time, planning and information organising) being productive users of character (resilience, technology mindfulness, open- and Information & digital citizenship (being personal and fair-mindedness, self- communication safe, positive and social skills awareness) technologies (ICT) responsible online) skills leadership citizenship cultural awareness ethical (and moral) understanding Biology helps develop the following 21st century skills: critical thinking creative thinking communication collaboration and teamwork personal and social skills information & communication technologies (ICT) skills. These elements of 21st century skills are embedded in the syllabus objectives, unit objectives and subject matter, and ISMGs for Biology. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 9 of 9 1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives The QCAA is committed to reconciliation in Australia. As part of its commitment, the QCAA affirms that: Aboriginal peoples and Torres Strait Islander peoples are the first Australians, and have the oldest living cultures in human history Aboriginal peoples and Torres Strait Islander peoples have strong cultural traditions and speak diverse languages and dialects, other than Standard Australian English teaching and learning in Queensland schools should provide opportunities for students to deepen their knowledge of Australia by engaging with the perspectives of Aboriginal peoples and Torres Strait Islander peoples positive outcomes for Aboriginal students and Torres Strait Islander students are supported by successfully embedding Aboriginal perspectives and Torres Strait Islander perspectives across planning, teaching and assessing student achievement. Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander- perspectives. Where appropriate, Aboriginal perspectives and Torres Strait Islander perspectives have been embedded in the subject matter. 1.2.4 Pedagogical and conceptual frameworks Defining inquiry in science education In order to support the school’s task of aligning their chosen pedagogical framework with the curriculum and assessment expectations outlined in this syllabus, some guidance has been provided in the form of clarification of the use of the term inquiry and the articulation of a framework to describe the process of inquiry. The purpose of this guidance is to prevent misunderstandings and problematic conflations and their subsequent negative impact on student learning. As Abrams, Southerland and Silva (2008, p. xv) stated in their book, Inquiry in the Classroom: Realities and opportunities: Inquiry in the classroom can be conceived as a complex set of ideas, beliefs, skills, and/or pedagogies. It is evident that attempting to select a singular definition of inquiry may be an insurmountable and fruitless task. Any single definition of inquiry in the classroom would necessarily reflect the thinking of a particular school of thought, at a particular moment in time, or a particular goal, and such a singular definition may serve to limit legitimate and necessary components of science learning. However, operating without a firm understanding of the various forms of inquiry leaves science educators often ‘talking past’ one another, and often results in very muddled attempts in the classroom. Uses of the term inquiry Common phrases involving the term inquiry have been listed below: science inquiry science inquiry skills the inquiry process inquiry-based learning. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 10 of 10 This syllabus refers to the first three uses listed above. The first, science inquiry, defines the practical work of a scientist (Harlen 2013). The second, science inquiry skills, refers to the skills required to do the work of a scientist (Harlen 2013). The third, the inquiry process, is a framework that can be used to describe the process of asking a question and then answering it. The final phrase, inquiry-based learning, refers to a variety of teaching and learning strategies an educator may choose to use within their school’s pedagogical framework. Although a school may choose to adopt an inquiry-based pedagogy, this syllabus is not intended to endorse or recommend an inquiry-based learning approach. Science inquiry and science inquiry skills Science inquiry involves identifying and posing questions and working to answer them. It is concerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing valid conclusions and developing evidence-based arguments. It can easily be summarised as the ‘work of a scientist’ (Hackling 2005). Within this syllabus, it is expected that students will engage in aspects of the work of a scientist by engaging in science inquiry (Tytler 2007). This expectation can be seen, for example, in the inclusion of the mandatory practicals, student experiment and research investigation. Science inquiry skills are the skills required to do the work of a scientist. They include writing research questions, planning, conducting, recording information and reflecting on investigations; processing, analysing and interpreting evidence; evaluating conclusions, processes and claims; and communicating findings (ACARA 2015). It is expected that students are taught science inquiry skills (Krajcik et al 2000). The syllabus outlines a number of these skills in the subject matter. Some science inquiry skills will be used to complete the mandatory and suggested practicals. The selection, application and coordination of science inquiry skills will be required in the student experiment and research investigation. It is the prerogative of the educator to decide how the science inquiry skills are to be developed. For example, teachers will determine how mandatory practicals are used as opportunities to: develop, rehearse and refine science inquiry skills engage students in scaffolded or open-ended science inquiry tasks formatively assess science inquiry skills. Framework to describe the inquiry process In order to support student engagement in activities involving inquiry, it is useful to establish a common language or framework to distinguish between stages of the process. The stages involved in any inquiry are: forming and describing the inquiry activity finding valid and reliable evidence for the inquiry activity analysing and interpreting the evidence selected evaluating the conclusions, processes or claims. This framework uses reflection as the connection between, and driver of, all the stages. The progression through the inquiry process requires reflection on the decisions made and any new information that has emerged during the process to inform the next stage. Each stage of the inquiry process is worthy of reflection, the result of which may be the revision of previous stages (Marzano & Kendall 2007). Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 11 of 11 Figure 3: Stages of inquiry process Safety and ethics Workplace health and safety Biology is designed to expose students to the practical components of science through practical experiences in the laboratory and the field. These experiences expose students to a variety of hazards, from biological and poisonous substances to injury from equipment. Besides a teacher’s duty of care that derives from the Education (General Provisions) Act 2006, there are other legislative and regulatory requirements, for example the Work Health and Safety Act 2011, that will influence the nature and extent of practical work. All practical work must be organised with student safety in mind. The Department of Education and Training (DET) Policy and Procedure Register (http://ppr.det.qld.gov.au/Pages/default.aspx) provides guidance about current science safety protocols. It is the responsibility of all schools to ensure that their practices meet current legislation requirements. References to relevant legislation and regulations are supported by the Reference list located on the Biology subject page of the QCAA website. Care and use of animals for scientific purposes Governing principles The QCAA recognises that school personnel involved in the care and use of animals for scientific purposes have legal obligations under the Animal Care and Protection Act 2001 (the Act). Queensland schools intending to use animals for scientific purposes must apply for and receive animal ethics approval from the Queensland Schools Animals Ethics Committee (QSAEC) prior to conducting these activities. The purpose of the Act is to promote the responsible care and use of animals, provide standards for the care and use of animals, protect animals from unjustifiable, unnecessary or unreasonable pain, and ensure that the use of animals for scientific purposes is accountable, open and responsible. The Act also requires mandatory compliance with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes 2013 (8th edition), available from the National Health and Medical Research Council’s publications website Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 12 of 12 It should also be recognised that school personnel and students are not carrying out essential, groundbreaking research and, thus, standards in schools should be more stringent than those used in universities and research and development organisations. Separate to the Act and ethical approval, teachers best practice includes referring to the 3Rs principle of animal welfare: replacement — any investigations involving animals should initially consider replacing the animals with cells, plants or computer simulations refinement — refinement of the investigation should aim to alleviate any harm or distress to the animals used reduction — reduce the number of animals used. Respect for animals must underpin all decisions and actions involving the care and use of animals. The responsibilities associated with this obligation apply throughout the animal’s lifetime, including acquisition, transport, breeding, housing, husbandry and the use of animals in a project. Experiments that require the endpoint as the death of any animal, e.g. LD50, are unacceptable. Animal dissections There is no requirement for students to witness or carry out a dissection of any animal, invertebrate or vertebrate in this course. If animal dissections are chosen by the teacher as an important educational experience, the 3Rs principle of animal welfare should be applied (i.e. replacement, refinement and reduction — see above for more information). Teachers should always discuss the purpose of the dissection and allow any student, without requirement for explanation, to opt out if they wish. Teachers should be respectful of the variety of reasons students may have for choosing not to participate. Experimental studies using humans If teaching and learning activities include experimental investigations using human subjects, teachers and schools have a legal and moral responsibility to ensure that students follow ethical principles at all times. Best practice includes: protection from harm — any investigations that create harm, distress or discomfort for participants are not permitted. This includes investigations involving ingestion (e.g. food, drink, smoking or drugs) and deprivation (e.g. sleep, food) gaining informed consent — any experiments involving humans must be with their written permission. Students under the age of 16 should have written permission from a parent or guardian. All participants should be above the age of 12 and of sound mind. The process of being informed requires that participants understand the purpose of the investigation and that they can withdraw from the process at any stage ensuring confidentiality and anonymity — all data collected must be kept in a confidential and responsible manner and not divulged to any other person. Anonymity for each participant must be guaranteed. Teachers should refer to the following for detailed advice: the National Statement on Ethical Conduct in Human Research (2007), issued by the National Health and Medical Research Council (NHMRC) in accordance with the NHMRC Act 1992 (Cwlth) the National Privacy Principles in the Privacy Amendment (Private Sector) Act 2000 (Cwlth) the Code of Ethics of the Australian Psychological Society (APS). Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 13 of 13 1.2.5 Subject matter Subject matter is the body of information, mental procedures and psychomotor procedures (see Marzano & Kendall 2007, 2008) that are necessary for students’ learning and engagement with Biology. It is particular to each unit in the course of study and provides the basis for student learning experiences. Subject matter has a direct relationship to the unit objectives, but is of a finer granularity and is more specific. These statements of learning are constructed in a similar way to objectives. Each statement: describes an action (or combination of actions) — what the student is expected to do describes the element — expressed as information, mental procedures and/or psychomotor procedures is contextualised for the topic or circumstance particular to the unit. Organisation of subject matter The subject matter is organised as topics within each unit. The subject matter indicates the required knowledge and skills that students must acquire. Students should experience the mandatory practicals. It is expected that approximately five hours will be required to complete the mandatory practicals that involve fieldwork. The subject matter from Units 3 and 4 will be assessed by the external examination. Science as a Human Endeavour Each Queensland senior science subject requires students to learn and apply aspects of the knowledge and skill of the discipline. It is recognised that students should also develop an appreciation for the nature and development of science, and its use and influence on society. While this appreciation will not be assessed, the syllabus provides guidance as to where it may be developed. Importantly, this guidance draws students’ attention to the way in which science operates, both in relation to the development of understanding and explanations about the world and to its influence on society. Students should become familiar with the following Science as a Human Endeavour (SHE) concepts: Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility. Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines. Advances in science understanding in one field can influence other areas of science, technology and engineering. The use and acceptance of scientific knowledge is influenced by social, economic, cultural and ethical contexts. The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences. Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 14 of 14 Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability. ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of datasets with which scientists work. Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power. Scientific knowledge can be used to inform the monitoring, assessment and evaluation of risk. Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question. International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia–Pacific region. To support the development of these concepts, this syllabus identifies SHE guidance in each topic. This highlights opportunities for teachers to contextualise the associated subject matter and provides stimulus for the development of claims and research questions for investigation. Additional opportunities include: the mandatory and suggested practicals provide opportunity for students to witness the nature of science the student experiment provides opportunity for students to experience how the development of new science knowledge is built upon existing knowledge the research investigation provides opportunity for students to appreciate the use and influence of scientific evidence to make decisions or to contribute to public debate about a claim. Finally, the SHE statements at the end of each topic may be used to support the development and interrogation of claims, and be useful as a starting point for the research investigation. Guidance The guidance included with each topic is designed to clarify the scope of the subject matter and identify opportunities to integrate science inquiry skills and SHE strands into the subject matter. A number of tags are used to highlight aspects of the guidance: Notional time: the depth of subject matter coverage is indicated by the amount of time needed to cover this subject matter in the sequence presented in the syllabus. Formula: defines a formula described in the subject matter. SHE: identifies an opportunity to integrate an aspect of the Science as a Human Endeavour strand and may also be used as a starting point for a research investigation. Suggested practical: identifies an opportunity for inquiry skills to be developed and may be used as a starting point for a student experiment. Manipulative skill: identifies skills that need to be developed in order for students to complete suggested or mandatory practicals. Syllabus links: identifies links between syllabus units. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 15 of 15 1.3 Assessment — general information Assessments are formative in Units 1 and 2, and summative in Units 3 and 4. Assessment Unit 1 Unit 2 Unit 3 Unit 4 Formative assessments Summative internal assessment 1 Summative internal assessment 2 Summative internal assessment 3 Summative external assessment 1.3.1 Formative assessments — Units 1 and 2 Formative assessments provide feedback to both students and teachers about each student’s progress in the course of study. Schools develop internal assessments for each senior subject, based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once. For reporting purposes, schools should devise at least two but no more than four assessments for Units 1 and 2 of this subject. At least one assessment must be completed for each unit. The sequencing, scope and scale of assessments for Units 1 and 2 are matters for each school to decide and should reflect the local context. Teachers are encouraged to use the A–E descriptors in the reporting standards (Section 1.5) to provide formative feedback to students and to report on progress. 1.3.2 Summative assessments — Units 3 and 4 Students will complete a total of four summative assessments — three internal and one external — that count towards their final mark in each subject. Schools develop three internal assessments for each senior subject, based on the learning described in Units 3 and 4 of the syllabus. The three summative internal assessments will be endorsed and the results confirmed by the QCAA. These results will be combined with a single external assessment developed and marked by the QCAA. The external assessment results for Biology will contribute 50% towards a student’s result. Summative internal assessment — instrument-specific marking guides This syllabus provides ISMGs for the three summative internal assessments in Units 3 and 4. The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument. Criteria Each ISMG groups assessment objectives into criteria. An assessment objective may appear in multiple criteria, or in a single criterion of an assessment. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 16 of 16 Making judgments Assessment evidence of student performance in each criterion is matched to a performance-level descriptor, which describes the typical characteristics of student work. Where a student response has characteristics from more than one performance level, a best-fit approach is used. Where a performance level has a two-mark range, it must be decided if the best fit is the higher or lower mark of the range. Authentication Schools and teachers must have strategies in place for ensuring that work submitted for internal summative assessment is the student’s own. Authentication strategies outlined in QCAA guidelines, which include guidance for drafting, scaffolding and teacher feedback, must be adhered to. Summative external assessment The summative external assessment adds valuable evidence of achievement to a student’s profile. External assessment is: common to all schools administered under the same conditions at the same time and on the same day developed and marked by the QCAA according to a commonly applied marking scheme. The external assessment contributes 50% to the student’s result in Biology. It is not privileged over the school-based assessment. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 17 of 17 1.4 Reporting standards Reporting standards are summary statements that succinctly describe typical performance at each of the five levels (A–E). They reflect the cognitive taxonomy and objectives of the course of study. The primary purpose of reporting standards is for twice-yearly reporting on student progress. These descriptors can also be used to help teachers provide formative feedback to students and to align ISMGs. Reporting standards A The student accurately describes and explains a variety of concepts, theories, models and systems, and their limitations. They give clear and detailed accounts of a variety of concepts, theories, models and systems by making relationships, reasons or causes evident. The student accurately applies their understanding of scientific concepts, theories, models and systems within their limitations to explain a variety of phenomena, and predict outcomes, behaviours and implications. They accurately use representations of scientific relationships and data to determine a variety of unknown scientific quantities and perceptively recognise the limitations of models and theories when discussing results. The student analyses evidence systematically and effectively by identifying the essential elements, features or components of qualitative data. They use relevant mathematical processes to appropriately identify trends, patterns, relationships, limitations and uncertainty in quantitative data. They interpret evidence insightfully by using their knowledge and understanding to draw justified conclusions based on their thorough analysis of evidence and established criteria. The student investigates phenomena by carrying out effective experiments and research investigations. They efficiently collect, collate and process relevant evidence. They critically evaluate processes, claims and conclusions by insightfully scrutinising evidence, extrapolating credible findings, and discussing the reliability and validity of experiments. The student communicates effectively by using scientific representations and language accurately and concisely within appropriate genres. B The student accurately describes and explains concepts, theories, models and systems, and their limitations. They give clear and detailed accounts of concepts, theories, models and systems by making relationships, reasons or causes evident. The student accurately applies their understanding of scientific concepts, theories, models and systems within their limitations to explain phenomena and predict outcomes, behaviours and implications. They accurately use representations of scientific relationships and data to determine unknown scientific quantities, and accurately recognise the limitations of models and theories when discussing results. The student analyses evidence by effectively identifying the essential elements, features or components of qualitative data. They use mathematical processes to appropriately identify trends, patterns, relationships, limitations and uncertainty in quantitative data. They interpret evidence by using their knowledge and understanding to draw reasonable conclusions based on their accurate analysis of evidence and established criteria. The student investigates phenomena by carrying out effective experiments and research investigations. They collect, collate and process relevant evidence. They evaluate processes, claims and conclusions by scrutinising evidence, applying relevant findings and discussing the reliability and validity of experiments. The student communicates accurately by using scientific representations and language within appropriate genres to present information. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 18 of 18 C The student describes and explains concepts, theories, models and systems, and their limitations. They give detailed accounts of concepts, theories, models and systems by making relationships, reasons or causes evident. The student applies their understanding of scientific concepts, theories, models and systems within their limitations to explain phenomena and predict outcomes, behaviours and implications. They use representations of scientific relationships and data to determine unknown scientific quantities and recognise the limitations of models and theories when discussing results. The student analyses evidence by identifying the essential elements, features or components of qualitative data. They use mathematical processes to identify trends, patterns, relationships, limitations and uncertainty in quantitative data. They interpret evidence by using their knowledge and understanding to draw conclusions based on their analysis of evidence and established criteria. The student investigates phenomena by carrying out experiments and research investigations. They collect, collate and process evidence. They evaluate processes, claims and conclusions by describing the quality of evidence, applying findings, and describing the reliability and validity of experiments. The student communicates using scientific representations and language within appropriate genres to present information. D The student describes and gives accounts of aspects of concepts, theories, models and systems. They use rudimentary representations of scientific relationships or data to determine unknown scientific quantities or variables. The student analyses evidence by identifying the elements, features or components of qualitative data. They use parts of mathematical processes to identify trends, patterns, relationships, limitations or uncertainty in quantitative data. They interpret evidence by drawing conclusions based on evidence or established criteria. The student carries out aspects of experiments and research investigations. They discuss processes, claims or conclusions. They consider the quality of evidence and conclusions. The student uses scientific representations or language to present information. E The student describes scenarios and refers to representations of information. They discuss physical phenomena and evidence. They follow established methodologies in research situations. They discuss evidence. The student carries out elements of experiments and research investigations. The student communicates information. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 19 of 19 2 Unit 1: Cells and multicellular organisms 2.1 Unit description In Unit 1, students explore the ways biology is used to describe and explain how the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate environment. An understanding of the structure and function of cells is essential to appreciate the processes vital for survival. Students investigate the structure and function of cells and multicellular organisms. They examine the structure and function of plant and animal systems at cell and tissue levels in order to analyse how they facilitate the efficient provision or removal of materials. Contexts that could be investigated in this unit include stem cell research, animal ethics, organ and tissue transplantation, bio-artificial organs and photosynthesis productivity. Through the investigation of these contexts, students may explore the ethical considerations that apply to the use of living organisms in research. Participation in a range of experiments and investigations will allow students to progressively develop their suite of science inquiry skills while gaining an enhanced appreciation of the relationship between structure and function of cells and multicellular organisms. Collaborative experimental work also helps students to develop communication, interaction, character and management skills. Throughout the unit, students develop skills in conducting real or virtual laboratory work and carrying out microscopic examination of cells and tissues. They use these skills to construct and use models to describe and interpret data about the functions of cells and organisms and to explain cellular processes. 2.2 Unit objectives Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective must be assessed at least once. Students will: 1. describe and explain cells as the basis of life, and multicellular organisms 2. apply understanding of cells as the basis of life, and multicellular organisms 3. analyse evidence about cells as the basis of life, and multicellular organisms 4. interpret evidence about cells as the basis of life, and multicellular organisms 5. investigate phenomena associated with cells as the basis of life, and multicellular organisms 6. evaluate processes, claims and conclusions about cells as the basis of life, and multicellular organisms 7. communicate understandings, findings, arguments and conclusions about cells as the basis of life, and multicellular organisms. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 20 of 20 2.3 Topic 1: Cells as the basis of life In this topic, students will: Subject matter Guidance Cell membrane describe the structure of the cell membrane (including protein channels, Notional time: 6 hours. Time allocation allows for the review of the P–10 phospholipids, cholesterol and glycoproteins) based on the fluid mosaic Australian Curriculum: Science related to cells. phospholipid bilayer model Chemical representation of molecules is not required. describe how the cell membrane maintains relatively stable internal conditions Suggested practical: Construct a model to show the selectively permeable via the passive movement (diffusion, osmosis) of some substances along a nature of a cell membrane (laboratory or virtual). concentration gradient explain how the cell membrane maintains relatively stable internal conditions via the process of active transport of a named substance against a concentration gradient understand that endocytosis is a form of active transport that usually moves large polar molecules that cannot pass through the hydrophobic cell membrane into the cell recognise that phagocytosis is a form of endocytosis predict the direction of movement of materials across cell membranes based on factors such as concentration, physical and chemical nature of the materials explain how the size of a cell is limited by the relationship between surface area to volume ratio and the rate of diffusion. Mandatory practical: Investigate the effect of surface area to volume ratio on cell size. Prokaryotic and eukaryotic cells recognise the requirements of all cells for survival, including Notional time: 6 hours energy sources (light or chemical) Manipulative skills: Construct a wet mount slide; use a light microscope. matter (gases such as carbon dioxide and oxygen) Suggested practical: Use electron micrographs to identify organelles within simple nutrients in the form of monosaccharides, disaccharides, cells. polysaccharides SHE: Link the history of cell theory to the development of microscopes. amino acids, fatty acids, glycerol, nucleic acids, ions and water removal of wastes (carbon dioxide, oxygen, urea, ammonia, uric acid, water, ions, metabolic heat) recognise that prokaryotic and eukaryotic cells have many features in Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 21 of 21 Subject matter Guidance common, which is a reflection of their common evolutionary past recall that prokaryotic cells 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 understand that eukaryotic cells have specialised organelles to facilitate biochemical processes photosynthesis (chloroplasts) cellular respiration (mitochondria) synthesis of complex molecules including proteins (rough endoplasmic reticulum), carbohydrates, lipids and steroids (smooth endoplasmic reticulum), pigments, tannins and polyphenols (plastids) the removal of cellular products and wastes (lysosomes) identify the following structures from an electron micrograph: chloroplast, mitochondria, rough endoplasmic reticulum and lysosome compare the structure of prokaryotes and eukaryotes. Mandatory practical: Prepare wet mount slides and use a light microscope to observe cells in microorganisms, plants and animals to identify nucleus, cytoplasm, cell wall, chloroplasts and cell membrane. The student is required to calculate total magnification and field of view. Internal membranes and enzymes explain, using an example, how the arrangement of internal membranes can Notional time: 4 hours control biochemical processes (e.g. folding of membrane in mitochondria Suggested practical: Calculate rates of enzyme reaction, investigating increases the surface area for enzyme-controlled reactions) inhibitors or surface areas. recognise that biochemical processes are controlled and regulated by a series SHE: Compare and contrast the induced-fit and lock-and-key models of enzyme. of specific enzymes describe the structure and role of the active site of an enzyme explain how reaction rates of enzymes can be affected by factors, including temperature, pH, the presence of inhibitors, and the concentrations of reactants and products. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 22 of 22 Subject matter Guidance Energy and metabolism recall that organisms obtain the energy needed to recycle Adenosine Notional time: 6 hours Triphosphate (ATP) from glucose molecules in the process of cellular Each process of photosynthesis (light-dependent reactions and light- respiration independent reactions, cellular respiration, glycolysis, fermentation, Krebs cycle recall that the process of photosynthesis is an enzyme-controlled series of and electron transport chain) should only be summarised in terms of total inputs chemical reactions that occurs in the chloroplast in plant cells and uses light and outputs and how they are interrelated. energy to synthesise organic compounds (glucose), and the overall process Recognise that glycolysis is the first stage of cellular respiration occurring in the can be summarised in a balanced chemical equation cytoplasm and the second stage occurs in the mitochondria. light energy Suggested practical: Measure outputs of photosynthesis and/or respiration carbon dioxide + water glucose + oxygen + water using plants and/or yeast as examples. light energy 6CO2 + 12H2O C6H12O6 + 6O2 + 6H2O summarise the process of photosynthesis in terms of the light-dependent reactions and light-independent reactions demonstrate the relationship between the light-dependent reactions and light- independent reactions recognise that cellular respiration is an enzyme-controlled series of chemical reactions and that the reaction sequence known as aerobic respiration (glycolysis, Krebs cycle and electron transfer chain) requires oxygen summarise the reactions of aerobic respiration by the chemical equation glucose + oxygen carbon dioxide + water + energy C6H12O6 + 6O2 6CO2 + 6H2O + 36–38 ATP recall that, with an undersupply of oxygen, ATP is produced from glucose by the reaction sequence known as anaerobic respiration (glycolysis with ‘fermentation’) analyse multiple modes (i.e. diagrams, schematics, images) of energy transfer. Science as a Human Endeavour (SHE) SHE subject matter will not be assessed on the external examination but could Stem cell research: Embryonic stem cells have the potential to be grown into be used in the development of claims and research questions for a research specialised cells and could enable the repair or replacement of ailing organs and investigation. tissues. Photosynthesis and productivity: Engineering or enhancement of photosynthesis has the potential to improve food and fuel production, which could lead to a decrease in the reliance on fossil fuels, and improvements in Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 23 of 23 Subject matter Guidance agricultural sustainability. Cell membrane model development: Ongoing research continues to refine the work of Singer and Nicolson’s fluid mosaic model, such as research into the structure of channel proteins in the membrane. 2.4 Topic 2: Multicellular organisms In this topic, students will: Subject matter Guidance Cell differentiation and specialisation understand that stem cells differ from other cells by being unspecialised, and Notional time: 3 hours have properties of self-renewal and potency Suggested practical: Use examples from plants and animals to explain the recognise that stem cells differentiate into specialised cells to form tissues and organisation of cells into tissues, organs and systems. organs in multicellular organisms SHE: Discuss the use of adult and embryonic stem cells in medical technology. recognise that multicellular organisms have a hierarchical structural Analyse data and evaluate a range of alternative perspectives on the use of organisation of cells, tissues, organs and systems. stem cell research by considering a range of scientific media and texts. The interdependence of organ systems should focus on how they facilitate the efficient provision or removal of materials to and from all cells of the organism. Gas exchange and transport explain the relationship between the structural features (large surface area, Notional time: 7 hours moist, one or two cells thick and surrounded by an extensive capillary system) Oxygen-haemoglobin dissociation curve graphs could be interpreted to support and function of gaseous exchange surfaces (alveoli and gills) in terms of analysis of gas exchange data. exchange of gases (oxygen, carbon dioxide) explain how the structure and function of capillaries facilitates the exchange of materials (water, oxygen, carbon dioxide, ions and nutrients) between the internal environment and cells use data presented as diagrams, schematics and tables to predict the direction in which materials will be exchanged between alveoli and capillaries capillaries and muscle tissue. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 24 of 24 Subject matter Guidance Exchange of nutrients and wastes identify the characteristics of absorptive surfaces within the digestive system Notional time: 7 hours and relate to the structure and function of the villi Suggested practical: Investigate the effect of pH on the rate of reaction of an describe the role of digestive enzymes (amylase, protease, lipase) in chemical enzyme (e.g. catalase, lipase, amylase). The concentration of substrate could digestion also be considered. recognise the different types of nitrogenous wastes produced by the breakdown The function of the Loop of Henle should be discussed in terms of the of proteins countercurrent system for the production of concentrated urine. explain the function of each of the sections of the nephron and its function in the production of urine (glomerulus, Bowman’s capsule, proximal and distal tubules, Loop of Henle, collecting tubule) explain how glomerular filtration, selective reabsorption and secretion across nephron membranes contribute to removal of waste. Mandatory practical: Investigate the effect of temperature on the rate of reaction of an enzyme. Plant systems — gas exchange and transport systems describe the role of stomata and guard cells in controlling the movement of Notional time: 6 hours. gases (oxygen, carbon dioxide and water vapour) in leaves Suggested practical: Investigate the conditions necessary for photosynthesis, explain how the leaf facilitates that gas exchange (oxygen, carbon dioxide and e.g. compare starch present in normal, variegated and de-starched leaves. water vapour) in plants Manipulative skill: Extract chlorophyll from leaves (qualitative and/or explain the relationship between photosynthesis and the main tissues of leaves quantitative measurement of rate of photosynthesis under different conditions). (spongy and palisade mesophyll, epidermis, cuticle and vascular bundles) Manipulative skill: Remove the epidermis of the leaf, cut both cross-sections describe and contrast the structure and function of xylem and phloem tissue and vertical sections of stem, make wet mounts with the prepared tissue and (sieve tubes, sieve plates, companion cells) use the microscope to view mounts. explain how water and dissolved minerals move through xylem via the roles of Suggested practical: Make wet mount slides of the leaf epidermal layer to root pressure, transpiration stream and cohesion of water molecules identify, draw and label stomata, guard cells and epidermal cells and/or view discuss the factors (light, temperature, wind, humidity) that influence the rate of pre-prepared slides; investigate differences in number of stomata in upper and transpiration lower epidermis of the leaf and between different species. explain the transport of products of photosynthesis and some mineral nutrients Suggested practical: Create models to demonstrate the action of guard cells via translocation in the phloem. of stoma (e.g. balloon model). Suggested practical: View and identify prepared slides (mesophyll, xylem and phloem) in cross-sections of leaves, stems and roots. Suggested practical: Investigate the factors affecting the rates of transpiration using a potometer. Suggested practical: Use different diameter capillary tubes to demonstrate Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 25 of 25 Subject matter Guidance cohesion and adhesion forces in water. Science as a Human Endeavour (SHE) SHE subject matter will not be assessed on the external examination but could Animal ethics: Ethical treatment of animals as sentient, feeling beings has be used in the development of claims and research questions for a research been accepted as a global principle in research and the three strategies of investigation. replacement, reduction and refinement form the basis of many international guidelines. Organ and tissue transplantation: The increased demand for transplantation has led to illegal organ and tissue trafficking, forced donation and ‘transplantation tourism’, where individuals travel to other countries where it is easier or cheaper to obtain a transplant. These situations may involve violation of human rights and exploitation of the poor, and pose many ethical concerns. Bioartificial organs: Cells from a patient or a stem cell bank can be used to produce bioartificial tissues and organs as an alternative to donor tissues and organs. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 26 of 26 2.5 Assessment guidance In constructing assessment instruments for Unit 1, schools should ensure that the objectives cover, or are chosen from, the unit objectives. If one assessment instrument is developed for a unit, it must assess all the unit objectives; if more than one assessment instrument is developed, It is suggested that student performance on Unit 1 is assessed using techniques modelled on the techniques used in Unit 3: a student experiment an examination that includes some items modelled on the data test. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus July 2022 Page 27 of 27 3 Unit 2: Maintaining the internal environment 3.1 Unit description In Unit 2, students explore the ways biology is used to describe and explain the responses of homeostatic mechanisms to stimuli and the human immune system. An understanding of personal and communal responses is essential to appreciate personal lifestyle choices and community health. Students develop scientific skills and conceptual understanding in homeostasis, the immune system and the relationships between global, community and individual immunity. They examine geographical and population data to analyse strategies that may have personal and communal consequences. Contexts that could be investigated in this unit include historical and current epidemics and pandemics. Through the investigation of these contexts, students may explore immunisation, quarantine, management strategies and travel preparation (both local and international). Participation in a range of experiments and investigations will allow students to progressively develop their suite of science inquiry skills while gaining an enhanced appreciation of controlling the internal environment. Collaborative experimental work also helps students to develop communication, interaction, character and management skills. Throughout the unit, students develop skills in the application of technology, scientific practicals and investigations, analysis and evaluation. These skills allow them to describe and explain relationships between external and internal stimuli on controlling the internal environment. 3.2 Unit objectives Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective must be assessed at least once. Students will: 1. describe and explain homeostasis and infectious disease 2. apply understanding of homeostasis and infectious disease 3. analyse evidence about homeostasis and infectious disease 4. interpret evidence about homeostasis and infectious disease 5. investigate phenomena associated with homeostasis and infectious disease 6. evaluate processes, claims and conclusions about homeostasis and infectious disease 7. communicate understandings, findings, arguments and conclusions about homeostasis and infectious disease. Biology 2019 v1.3 Queensland Curriculum & Assessment Authority General Senior Syllabus

Biology 2019 v1.3 General Senior Syllabus PDF

Document Details

Tags

Related

Summary

Full Transcript

Upgrade to continue