Unit 1 & 2 Traffic lights.pdf

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 chan...

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 Suggested practical: Construct a model to show the selectively permeable conditions via the passive movement (diffusion, osmosis) of some nature of a cell membrane (laboratory or virtual). substances along a 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) Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 21 of 92  Subject matter Guidance recognise that prokaryotic and eukaryotic cells have many features in 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 SHE: Compare and contrast the induced-fit and lock-and-key models of series of specific enzymes enzyme. 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 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 22 of 92  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 recall that the process of photosynthesis is an enzyme-controlled series of cycle and electron transport chain) should only be summarised in terms of total chemical reactions that occurs in the chloroplast in plant cells and uses light inputs 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 can be summarised in a balanced chemical equation the 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 Stem cell research: Embryonic stem cells have the potential to be grown into could be used in the development of claims and research questions for a specialised cells and could enable the repair or replacement of ailing organs research investigation. and tissues. Photosynthesis and productivity: Engineering or enhancement of photosynthesis has the potential to improve food and fuel production, which Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 23 of 92  Subject matter Guidance could lead to a decrease in the reliance on fossil fuels, and improvements in 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 recognise that multicellular organisms have a hierarchical structural technology. Analyse data and evaluate a range of alternative perspectives on organisation of cells, tissues, organs and systems. the use of 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 and function of gaseous exchange surfaces (alveoli and gills) in terms of support 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 Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 24 of 92  Subject matter Guidance - capillaries and muscle tissue. 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 The function of the Loop of Henle should be discussed in terms of the breakdown 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 explain how the leaf facilitates that gas exchange (oxygen, carbon dioxide and photosynthesis, e.g. compare starch present in normal, variegated and de- water vapour) in plants starched leaves. explain the relationship between photosynthesis and the main tissues of Manipulative skill: Extract chlorophyll from leaves (qualitative and/or leaves (spongy and palisade mesophyll, epidermis, cuticle and vascular quantitative measurement of rate of photosynthesis under different bundles) conditions). describe and contrast the structure and function of xylem and phloem tissue Manipulative skill: Remove the epidermis of the leaf, cut both cross-sections (sieve tubes, sieve plates, companion cells) and vertical sections of stem, make wet mounts with the prepared tissue and explain how water and dissolved minerals move through xylem via the roles of use the microscope to view mounts. root pressure, transpiration stream and cohesion of water molecules Suggested practical: Make wet mount slides of the leaf epidermal layer to discuss the factors (light, temperature, wind, humidity) that influence the rate identify, draw and label stomata, guard cells and epidermal cells and/or view of transpiration pre-prepared slides; investigate differences in number of stomata in upper and lower epidermis of the leaf and between different species. explain the transport of products of photosynthesis and some mineral nutrients via translocation in the phloem. Suggested practical: Create models to demonstrate the action of guard cells of stoma (e.g. balloon model). Suggested practical: View and identify prepared slides (mesophyll, xylem Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 25 of 92  Subject matter Guidance 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 cohesion and adhesion forces in water. Science as a Human Endeavour (SHE) SHE subject matter will not be assessed on the external examination but Animal ethics: Ethical treatment of animals as sentient, feeling beings has could be used in the development of claims and research questions for a been accepted as a global principle in research and the three strategies of research 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 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 26 of 92 3.3 Topic 1: Homeostasis In this topic, students will: Subject matter Guidance Homeostasis recall that homeostasis involves a stimulus-response model in which change Notional time: 4 hours in the condition of the external or internal environment is detected and Tolerance limits can also be referred to as tolerance range. appropriate responses occur via negative feedback Suggested practical: Investigate tolerance limits for water or salt balance on recognise that sensory receptors (chemo, thermos, mechano, photo, noci) plant growth. detect stimuli and can be classified by the type of stimulus Examples of feedback control diagrams could include proprioception, recall that effectors are either muscles (which contract in response to neural thermoregulation, osmoregulation or glucose regulation. stimuli) or glands (which produce secretions) interpret feedback control diagrams for either nervous or hormonal systems (i.e. recognise stimulus, receptors, control centre, effector and communication pathways) understand that metabolism describes all of the chemical reactions involved in sustaining life and is either catabolic or anabolic explain why changes in metabolic activity alter the optimum conditions for catalytic activity of enzymes (with reference to tolerance limits). Neural homeostatic control pathways identify cells that transport nerve impulses from sensory receptors to neurons Notional time: 5 hours to effectors Suggested practical: Examine a virtual nerve impulse. discriminate between a sensory neurone and a motor neurone (consider Suggested practical: Investigate simple reflex arcs. dendrites, soma, body, axon, myelin sheath, nodes of Ranvier, axon terminal and synapse) explain the process of the passage of a nerve impulse in terms of transmission of an action potential (conduction within neuron) and synaptic transmission (communication between neurones). Refer to neurotransmitters, receptors, synaptic cleft, vesicles, postsynaptic and presynaptic neurones and signal transduction. Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 29 of 92  Subject matter Guidance Hormonal homeostatic control pathways recall that hormones are chemical messengers (produced mostly in endocrine Notional time: 5 hours glands) that relay messages to cells displaying specific receptors for each hormone via the circulatory or lymphatic system recognise how a cell’s sensitivity to a specific hormone is directly related to the number of receptors it displays for that hormone (an increase in receptors = upregulation, a decrease = downregulation) describe how receptor binding activates a signal transduction mechanism and alters cellular activity (results in an increase or decrease in normal processes). Thermoregulation identify and explain the varying thermoregulatory mechanisms of endotherms Notional time: 5 hours and how they control heat exchange and metabolic activity in terms of Behavioural responses also include consumption of water and changing - structural features (brown adipose tissue, increased number of habitat/location. The student should understand these responses but is not mitochondria per cell, insulation) required to recall them. - behavioural responses (kleptothermy, hibernation, aestivation and torpor) - physiological mechanisms (vasomotor control, evaporative heat loss, countercurrent heat exchange, thermogenesis/metabolic activity from organs and tissues) - homeostatic mechanisms (thyroid hormones, insulin). Osmoregulation identify and explain the various homeostatic mechanisms that maintain water Notional time: 5 hours balance in animals (osmoregulators and osmoconformers) in terms of Manipulative skill: Prepare wet mounts of leaf cuticle tissue from different - structural features (excretory system) species of plants and use a microscope to make observations. - behavioural responses - physiological mechanisms - homeostatic mechanisms (antidiuretic hormone (ADH) and the kidney) identify and explain the various mechanisms that maintain water balance in plants in terms of structural features (stomata, vacuoles, cuticle) and homeostatic mechanisms (abscisic acid); consider xerophytes, hydrophytes, halophytes and mesophytes in responses. Mandatory practical: Compare the distribution of stomata and guard cells in plants adapted to different environments (aquatic, terrestrial) as an adaptation for osmoregulation in plant tissue. Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 30 of 92  Subject matter Guidance Science as a Human Endeavour (SHE) SHE subject matter will not be assessed on the external examination but Modelling human thermoregulation: Models of human thermoregulatory could be used in the development of claims and research questions for a responses can be used in the design of clothing, environments and safety research investigation. regulations. Use of hormones in the dairy industry (rBST): Growth hormones and other hormones are used in the livestock industry to increase productivity (while reducing production costs and increasing food affordability), but further evidence is required to determine associated risks. Snake antivenom production: Production of antivenoms, through the use of synthetic DNA to produce an antibody response, could replace conventional methods of ‘milking’ venomous animals. 3.4 Topic 2: Infectious disease In this topic, students will: Subject matter Guidance Infectious disease identify the difference between infectious diseases (invasion by a pathogen Notional time: 6 hours and can be transmitted from one host to another) and non-infectious diseases Virulence factors do not need to be described biochemically. (genetic and lifestyle diseases) SHE: Explore the historical development of our understanding of the nature of identify the following pathogens: prions, viruses, bacteria, fungi, protists and disease transmission (e.g. the work of Koch and Semmelweis). parasites describe the following virulence factors that aid in pathogenesis: adherence factors, invasion factors, capsules, toxins and lifecycle changes identify from given data and describe the following modes of disease transmission: direct contact, contact with body fluids, contaminated food, water and disease-specific vectors. Mandatory practical: Investigate the effect of an antimicrobial on the growth of a microbiological organism (via the measurement of zones of inhibition) — laboratory or virtual. Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 31 of 92  Subject matter Guidance Immune response and defence against disease understand how pathogens (bacterial and viral) can cause both physical and Notional time: 9 hours chemical changes in host cells that stimulate the host immune responses Examples of plant chemical defences could include pyrethrins. (introduction of foreign chemicals via the surface of the pathogen, production SHE: Long-term and short-term immunity could be contextualised with current of toxins, recognition of self and non-self) vaccination practices and controversies. recognise that all plants and animals have innate immune responses SHE: Extension of long-term immunity could include comparison of individual (general/non-specific) and that vertebrates also have adaptive (specific) and population immunities of different geographical and demographical immune responses populations. recall examples of physical defence strategies (barriers and leaf structures) SHE: Analyse longitudinal heath programs for the prevention and eradication and chemical defence strategies (plant defensins and production of toxins) of of infectious diseases (e.g. smallpox, influenza). plants in response to the presence of pathogens SHE: Discuss the factors influencing organ donor suitability, organ transplant, recall that the innate immune response in vertebrates comprises surface immunosuppression and rejection with the focus on the physiological immune barriers (skin, mucus and cilia), inflammation and the complement system responses and evaluation of individual, social and cultural considerations. describe the inflammatory response (prostaglandins, vasodilation, phagocytes) and the role of the complement system explain the adaptive immune responses in vertebrates — humoral (production of antibodies by B lymphocytes) and cell-mediated (T lymphocytes) — and recognise that memory cells are produced in both situations interpret long-term immune response data analyse the differences and similarities between passive immunity (antibodies gained via the placenta and via antibody serum injection) and active immunity (acquired via natural exposure to a pathogen or through the use of vaccines) for both naturally and artificially acquired immunity. Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 32 of 92  Subject matter Guidance Transmission and spread of disease (epidemiology) recognise that the transmission of disease is facilitated by regional and global Notional time: 6 hours movement of organisms Analysis of the spread and control of disease could include hand hygiene, identify the interrelated factors affecting immunity (persistence of pathogens quarantine, biosecurity measures for the prevention of the spread of polio, within host, transmission mechanism, proportion of the population that is smallpox, influenza, Ebola, cholera, bird flu, malaria. immune or has been immunised, mobility of individuals in the affected Suggested practical: Using agar plates or another modelling activity, population) investigate the efficiency of hand washing compared to alcohol-based analyse these factors to predict potential outbreaks antiseptic gels for reducing bacterial load on hands. evaluate strategies to control the spread of disease - personal hygiene measures - community level: contact tracing and quarantine, school and workplace closures, reduction of mass gatherings, temperature screening and travel restrictions make decisions and justify them in regard to best practice for the prevention of disease outbreaks based on the critical analysis of relevant and current information interpret data for the modelling of the spread of disease using secondary data or computer simulations. Science as a Human Endeavour (SHE) SHE subject matter will not be assessed on the external examination but Modelling disease outbreak and spread: Mass vaccination programs are could be used in the development of claims and research questions for a more successful when informed by disease outbreak models. research investigation. Managing pandemics in the Asia region: Asia has been described as being more susceptible to epidemics and pandemics of infectious diseases due to increasing migration and global travel, high population density in urban areas and underdeveloped healthcare systems in some countries. The high cost of drugs and vaccines presents a particular challenge for developing countries in Asia, as does community mistrust of vaccination. Quarantine and biosecurity: As global trade and air travel become more prevalent, it is increasingly important for Australia to protect its agriculture, industry and environment through quarantine measures. Biology 2019 v1.2 Queensland Curriculum & Assessment Authority General Senior Syllabus June 2018 Page 33 of 92