Download Year 13 Biology, 2011.

Welcome to Year 13 Biology, 2011.
This course includes…
1.
Investigating the ecological niche of an organism
2.
Contemporary biological techniques and issues
3.
Role of DNA in gene expression
4.
Animal behaviour and plant responses
5.
Evolutionary patterns and trends in human evolution
The focus of this course is to give you a high level, broad understanding of biology ideas
and explanations. Assessments are secondary to this. However, you are expected to be
working at an appropriate level.
Mount Aspiring College
Course Outline for Students
Year 13 Biology; NCEA Level 3
Assessment and reassessment
All assessment is during the school year and is at NCEA Level 3.
There will be three internal assessments during the year. Table 1 has more detailed
information on the topics we will cover and assessments.
There will be no reassessment opportunities, and only one resubmission opportunity for
any internal assessments. There will be clear signposts to your Whanau Teacher, Dean
and parents if you are not working at an appropriate level.
You are expected to be working at a level considered appropriate and that has been
negotiated with your Dean and parents.
The final examination in November assesses the external standards.
Rules and Regulations
There are some very specific rules about assessments. Please refer to your NCEA
handout, particularly about the ownership of work and plagiarism.
Stationary
Year 13 Biology Student Workbook – to be purchased through school.
A 20+ page clearfile and refill to use for laboratory work and research.
Homework
Homework will be assigned when appropriate and you will be expected to complete it on
time. It is also expected that you revise work covered during class on a daily basis.
Tutorials
Ask for them when you want them.
Laboratory work
Some practical work is assessed. All practical work is to be attempted. Be safe in the
lab: follow and learn all the rules set down. In case of an emergency, listen to your
teacher: they know what they are doing.
Calendar
Approx.
Time
(weeks)
Standard
Number
Description
Credits
Internal/
External
TERM 1
8
3.4
90716
2
3.1
90713
Animal behaviour and plant responses
– orientation and timing responses,
inter- and intraspecific relationships
4
E
Biological investigation – an aspect of
the ecological niche of an organism
4
I
Role of DNA in gene expression –
molecular genetics, mutations, genetic
inheritance
4
E
Biotechnological Techniques – PCR,
ligation, restriction enzymes, gel
electrophoresis, DNA sequencing,
tissue culture – content for AS 3.2
---
---
Research a contemporary biological
issue
3
I
TERM 2
6
3.3
90715
3
3.6
90718
2
3.2
90714
TERM 3
3
US 6317
Patterns in evolution – Explain the
process of speciation
4
I
5
3.7
Trends in human evolution – human
biological and cultural evolution,
patterns of dispersal of hominins
3
E
--
--
90719
1
School exam week
1
Year Review
TERM 4
2
Year Review
Total number of credits available
22
Relevant Achievement Standards
Subject Reference
Biology 3.4
Title
Describe animal behaviour and plant responses in relation to environmental factors
Level
3
Subfield
Science
Domain
Biology
Registration date
Credits
1 November 2005
4
Assessment
Date version published
External
1 November 2005
This achievement standard involves the description of animal behaviour and plant responses in relation to environmental
factors.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence



Describe animal behaviour and plant
responses in relation to environmental
factors.

Describe animal behaviour and plant
responses in relation to environmental
factors.
Explain animal behaviour or plant
responses in relation to environmental
factors.

Describe animal behaviour and plant
responses in relation to environmental
factors.
Discuss animal behaviour or plant
responses in relation to environmental
factors.
Explanatory Notes
1
This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of
Education, 1994, p. 28, achievement objective 8.1 (a).
2
Animal behaviour and plant responses will be selected from those relating to:




orientation (tropisms, nastic responses, taxes, kineses, homing, migration)
timing (annual, daily, lunar, tidal)
interspecific relationships (predation, parasitism, mutualism, commensalism, competition for resources)
intraspecific relationships (territoriality, cooperative interactions, reproductive behaviours, hierarchical
behaviour, competition for resources).
3
The relationship of environmental factors to behaviour/response may be in terms of the process involved or the
adaptive significance.
4
Terms



Describe requires the student to define, use annotated diagrams, give characteristics of, or an account of.
Explain requires the student to provide a reason as to how or why something occurs.
Discuss requires the student to show understanding by linking biological ideas. It may involve students in
justifying, relating, evaluating, comparing and contrasting, and analysing.
Subject Reference
Biology 3.1
Title
Carry out a practical investigation into an aspect of an organism’s ecological niche with
guidance
Level
3
Subfield
Science
Domain
Biology
Registration date
Credits
4
Assessment
Date version published
1 November 2005
Internal
1 November 2005
This achievement standard involves carrying out a practical biological investigation, with guidance, into an aspect of the
ecological niche of an organism. It will involve planning the investigation, collecting and processing the data, interpreting
the results, and presenting a report of the findings.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence




Carry out a practical biological
investigation into an aspect of an
organism’s ecological niche with
guidance.
Present a report on the investigation.

Carry out a quality practical biological
investigation into an aspect of an
organism’s ecological niche with
guidance.
Present a report, with a discussion, on
the investigation.

Carry out a quality practical biological
investigation into an aspect of an
organism’s ecological niche with
guidance.
Present a report, with a comprehensive
discussion, on the investigation.
Explanatory Notes
1
This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of
Education, 1994, p. 28, achievement objective 8.1 (b) and p. 38, Developing Scientific Investigative Skills and
Attitudes in Biology.
2
Investigations must comply with animal ethic guidelines in Ministry of Education, Caring for Animals: A Guide for
Teachers, Early Childhood Educators, and Students, Learning Media (Wellington:1999).
3
An investigation is an activity covering the complete process from planning to reporting and will involve the
student in the collection of primary data related to the ecological niche of the organism. Primary data may relate to
biotic and/or abiotic factors. The nature of the investigation could be the manipulation of variables (fair test) or the
investigation of an interaction or relationship.
4
The investigation will be conducted with teacher guidance. This means the teacher is supporting the student
throughout the investigation but the whole process is student driven. The teacher sets the parameters (such as
organisms suitable for study, equipment available) and provides general information (such as resource
suggestions or possible new directions).
5
It is essential that students develop an understanding of the ecological niche of the organism being studied before
the investigation is carried out. This will allow the student to select a relevant aspect of the ecological niche to
investigate. Student understanding can be developed through classroom teaching, research or practical
investigation. Information about the ecological niche will also be used to write the introduction and discussion in
the report.
6
A practical biological investigation will involve



a statement of the purpose – this may be an aim, testable question, prediction, or hypothesis related to
the ecological niche of an organism
a method that describes:

for a fair test: the independent variable and its range, the measurement of the dependent variable
and the control of some other key variables

or pattern seeking: the data that will be collected, range of data/samples, and consideration of
some other key factors
collecting, recording and processing data (quantitative or qualitative) relevant to the purpose. Processing
data would usually involve calculations or graphing

7
A quality practical biological investigation enables a valid conclusion to be reached. A valid conclusion is relevant
to the aim and justified by correctly processed data. This would normally involve:




8
interpreting and reporting on the findings with a conclusion reached based on the processed data in
relation to the purpose of the investigation.
a statement of the purpose – this may be an aim, testable question, prediction or hypothesis related to the
ecological niche of the organism
a method that describes:

for a fair test: a valid range for the independent variable, the valid measurement of the dependent
variable

for pattern seeking: a valid collection of data

how other variables will be controlled and/or how other factors that might influence the
investigation will be taken into account
collecting, recording and processing data (quantitative or qualitative) to enable a trend or pattern (or
absence), relevant to purpose of the investigation, to be determined
interpreting and reporting on the findings with a valid conclusion reached based on the processed data in
relation to the purpose of the investigation.
The report will include:







an introduction that summarises the ecological niche of the organism and links this to the purpose of the
investigation
the purpose of the investigation
the final method used
recorded observations, measurements and data
processed data showing a trend or pattern
a conclusion based on processed data relevant to the purpose of the investigation
a reference list.
9
A discussion considers the significance of the results of the investigation in relation to the ecological niche of the
organism.
10
A comprehensive discussion considers:



the investigation as a whole
the significance of the results in relation to the ecological niche of the organism and relevant scientific
information
the validity of the investigation in terms of
either

the validity of the conclusion by using statistical methods such as mean and standard deviation,
confidence intervals, standard error, or other appropriate test; or

the reliability of the data by consideration of factors such as how sources of error were eliminated,
how limitations were overcome, or how the effects of bias were reduced.
Subject Reference
Biology 3.3
Title
Describe the role of DNA in relation to gene expression
Level
3
Subfield
Science
Domain
Biology
Registration date
Credits
4
Assessment
Date version published
1 November 2005
External
1 November 2005
This achievement standard involves the description of the role DNA has in relation to gene expression and the
determination of phenotype.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence



Describe the role of DNA in relation to
gene expression.
Explain the role of DNA in relation to
gene expression.
Discuss the role of DNA in relation to
gene expression.
Explanatory Notes
1
This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of
Education, 1994, p. 28, achievement objective 8.2 (a).
2
The role of DNA includes DNA structure and replication, the control of gene expression, protein synthesis, and the
determination of phenotype.
3
The structure of DNA includes the molecular components and their role in carrying the genetic code. The
replication of DNA includes the processes involved in replication and the role that enzymes have in producing
accurate copies.
4
Control of gene expression is limited to factors that operate at transcription level:


feedback in prokaryotes (repressors, inducers)
enhancers and transcription factors in eukaryotes.
5
Protein synthesis includes the role of DNA in determining the structure of a protein and how that protein is
produced (transcription and translation).
6
The determination of phenotype includes:






7
allele interactions: dominance, incomplete dominance, co-dominance, multiple alleles, lethal alleles
linkage and sex linkage
gene-gene interactions: epistasis, collaboration, polygenes
pleiotropy
mutations: gene mutations, chromosomal mutations
control of metabolic pathways by gene expression.
Terms



Describe requires the student to define, use annotated diagrams, give characteristics of, or an account of.
Explain requires the student to provide a reason as to how or why something occurs.
Discuss requires the student to show understanding by linking biological ideas. It may involve students in
justifying, relating, evaluating, comparing and contrasting, and analysing.
Subject Reference
Biology 3.2
Title
Research a contemporary biological issue
Level
3
Subfield
Science
Domain
Biology
Registration date
Credits
1 November 2005
3
Assessment
Date version published
Internal
1 November 2005
This achievement standard involves researching a contemporary biological issue.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence



Research information to describe a
contemporary biological issue.
Integrate researched information to
explain a contemporary biological issue.
Integrate and evaluate researched
information to discuss a contemporary
biological issue.
Explanatory Notes
1
This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of
Education, 1994, p. 28, achievement objective 8.3 (a).
2
In research, the student collects and interprets information from mainly secondary sources. Use of primary
sources is acceptable. The research will be conducted with teacher guidance. This means the teacher is
supporting the student throughout the research but the whole process will be student driven. The student is to
select an issue, either from a list provided by the teacher or from the student’s own research. The teacher
guidance gives general information in the form of broad questions, resource suggestions, or possible new
directions.
3
An issue is one for which people hold different opinions or viewpoints.
4
For achievement, students are expected to describe:

biological concepts and processes relating to the issue

implications of the issue, which can be biological, social, ethical, economic or environmental

differing opinions or viewpoints.
5
Students are required to support their description, explanation or discussion with referenced information. This
means that references to information sources are included within the text of the report, with full details given in a
reference list.
6
Terms





Describe requires the student to define, use annotated diagrams, give characteristics of, or an account of.
Integrate means to bring together and organise relevant information and opinions from a range of
sources.
Explain requires the student to provide a reason as to how or why something occurs.
Evaluate requires the student to:

comment on sources and information, considering ideas such as validity (date, peer reviewed,
scientific acceptance), bias (attitudes, values, beliefs), weighing up how science ideas are used by
different groups, own opinions, attitudes and beliefs

provide a justified position that supports or opposes aspects of the issue or an implication of the
issue. Justified means to demonstrate, with supporting evidence, why the position has been chosen.
Discuss requires the student to show understanding by linking biological ideas. It may involve students in
justifying, relating, evaluating, comparing and contrasting, and analysing.
Subject Reference
Biology 3.7
Title
Describe trends in human evolution
Level
3
Subfield
Science
Domain
Biology
Registration date
Credits
3
Assessment
Date version published
1 November 2005
External
1 November 2005
This achievement standard involves the description of trends in human biological evolution, cultural evolution, and
patterns of dispersal.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence



Describe trends in human evolution.
Explain trends in human evolution.
Discuss trends in human evolution.
Explanatory Notes
1
This achievement standard is derived from Biology in the New Zealand Curriculum, Learning Media, Ministry of
Education, 1994, p. 28, achievement objective 8.2 (c).
2
Trends refers to progressive change over a period of time in relation to:



3
human biological evolution
human cultural evolution
patterns of dispersal of hominins. The term hominins refers to living and fossil species belonging to the
human lineage. This is a subgroup of hominids which includes both humans and the great apes.
Trends in human biological evolution begin with early bipedal hominins and may require comparison with living
hominids (apes). Trends are limited to:



skeletal changes linked to bipedalism
changes in skull and endocranial features
changes in the manipulative ability of the hand.
4
Trends in human cultural evolution will be limited to evidence relating to:
use of tools (stone, wood, bone), fire, shelter, clothing, abstract thought (communication, language, art), foodgathering, and domestication of plants and animals.
5
Interpretations on the origins and trends of human evolution will be based on current evidence and may change
as a result of recent developments.
6
Evidence relating to human evolution must be scientific evidence which is widely accepted and presented in peerreviewed scientific journals.
7
Terms



Describe requires the student to define, use annotated diagrams, give characteristics of, or an account of.
Explain requires the student to provide a reason as to how or why something occurs.
Discuss requires the student to show understanding by linking biological ideas related to the trends in
human evolution. It may involve students in justifying, relating, evaluating, comparing and contrasting,
and analysing.
Unit Standard 6317
Describe the process of speciation
credit:
final date for comment:
expiry date:
sub-field:
purpose:
entry information:
4
December 2003
December 2004
Science
People credited with this unit standard are able to explain the process of
speciation with reference to a New Zealand organism, and describe a pattern
of evolution with reference to a New Zealand organism.
Open.
special notes:
1
This unit standard can be used to award credit for the achievement of
learning outcomes consistent with - Ministry of Education, Biology in
the New Zealand Curriculum (Wellington: Learning Media, 1994)
achievement objective 8.2(b) investigate and explain speciation and
identify patterns of evolution, with emphasis on New Zealand
examples.
2
Isolating mechanisms could include geographical barriers, ecological
barriers, reproduction barriers, and polyploidy.
3
In describing a New Zealand example of speciation, reference could
be made to New Zealand’s geological history.
4
Patterns of evolution could include parallel, convergent, and adaptive
radiation.
Elements and Performance Criteria
element 1
Explain the process of speciation with reference to a New Zealand organism.
performance criteria
1.1
The explanation of speciation outlines how isolating mechanisms and selective pressures contribute to
changes in the gene pool.
element 2
Describe a pattern of evolution with reference to a New Zealand organism.
performance criteria
2.1
The description of the pattern establishes the characteristics of the pattern.
Animal Behaviour and Plant Responses
Species Interactions
Prior Knowledge Vocabulary
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Abiotic
Adaptation
Biotic
Commensalism
Competition
Exploitation
Habitat
Herbivory
Interspecific
Intraspecific

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Courtship
Dominance
Hierarchy
Kin Selection
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Mutualism
Niche
Parasatoid
Parasitism
(Ecto/Endo)
Pathogen
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Predation
Stratification
Succession
Tolerance
Zonation
Core Vocabulary
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Aggressive
Agonistic
Alpha/Beta
Cooperative
Interactions
Monogamy
Pair Bonding
Sexual
Dimorphism
Submissive
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
Territory
Supplementary Vocabulary
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

Allelopathy
r/K-Strategies

Amensalism
Antibiosis
Animal and Plant Timing and Orientation Behaviour and
Responses
Core Vocabulary
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Actogram
Aggressive
Alpha/Beta
Antagonist
Auxin
Biological Clock
Biological
Orientation
ChemoCircadian
Circannual
Cooperative
Interactions
Courtship
Crepuscular
Critical Day
Length
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Diapause
Diurnal
Dominance
Dormancy
Endogenous
Entrainment
Etiolation
Exogenous
Free Running
Period
GeoGeomagnetic
Cues
Hibernation
Hierarchy
Homing
Hormones
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Innate
Kin Selection
Kineses
Learned
Long Day Plant
Migration
Mimicry
Monogamy
Nastic Responses
Nocturnal
Pair Bonding
Phase Shift
PhotoPhytochrome
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Pigment
Receptors
Sexual
Dimorphism
Short Day Plant
Star Compass
Stimulus
Submissive
Sun Compass
Taxes
Territory
ThigmoTropisms
Zeitgeber
Supplementary Vocabulary
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Abscisic Acid
Cytokinins
Ethylene/Ethene
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Gibberellins
Ortho- /
Klinokinesis
Polyandry
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Polygamy
Polygyny
Polygynandry
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r/KStrategies
Tropo- /
Klinotaxes
DNA and Gene Expression
Mendelian Genetics
Core Vocabulary
 Allele
 Characteristic
 Co-Dominance
 Collaboration
 Dihybrid
Inheritance
 Dominant
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Epistasis
Gene
Genotype
Heterozygous
Homozygous
Incomplete
Dominance
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Independent
Assortment
Lethal Gene
Linked Genes
Monohybrid
Inheritance
Multiple Alleles
Phenotype
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Histone
Homologous
Meiosis
Mitosis
Nucleic Acid
Polypeptide Chain
Ribose Sugar
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Recessive
Segregation
Sex-Linked
Genes
Test Cross
Trait
Molecular Genetics
Prior Knowledge Vocabulary
 Adenine
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 Amino Acid

 Autosome
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 Centromere
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 Chromatid
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 Chromatin
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 Chromosome

Core Vocabulary
 Anaphase
 Anticodon
 Coding Strand
 Codon
 Complimentary Base
Pairs
 Cytokinesis
 Degenerate Code
 Disulphide Bridge
 DNA Ligase
 DNA Polymerase
 Eukaryotic
Cytosine
Deoxyribose Sugar
DNA
Gamete
Genetic Code
Genome
Guanine
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Exon
Helicase
Inducer
Interphase
Intron
Karyotype
Lagging Strand
Leading Strand
Metabolic
Pathway
Metaphase
MRNA
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Okazaki
Fragment
Operator Site
Operon
Prokaryotic
Promoter Site
Prophase
Protein
Synthesis
Purines
Pyrimidines
Regulator Gene
Replication Fork
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RNA
Sex
Chromosome
Somatic
Thymine
Uracil
Zygote
RNA Polymerase
RMA
Structural Gene
Telophase
Template Strand
Transcription
Transcription
Factor
Transcription Unit
Translation
Triplet
TRNA
Mutations
Prior Knowledge Vocabulary
 Mutagen
Core Vocabulary
 Allopolyploidy
 Amphiploidy
 Aneuploidy
 Autopolyploidy
 Barr body
 Chromosome
mutation
 Deletion
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Duplication
Euploidy
Frame shift
Gametic
Gene mutation
Induced
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Mutation
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Insertion
Inversion
Monosomy
Non-disjunction
Polyploidy
Polysomy
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Somatic
Spontaneous
Substitution
Syndrome
Translocation
Trisomy
Biotechnology- for internal assessment
Core Vocabulary
 DNA amplification
 DNA chips
 DNA profiling
 Endonuclease
 Gel
electrophoresis
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Gene
cloning
Genome
Analysis
Ligation
PCR
Supplementary Vocabulary
 Bacteriophage

 Callus
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 Complementary DNA
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 Dideoxyribose
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 DNA probe
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 Exons
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 Gene therapy
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 Genetic engineering
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 In vitro
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 In vivo
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Plasmids
Restriction
Enzymes
Sequencing
Stem Cell
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Intron
Mapping
Micro Assay
Microsatellites
Oligonucleotides
Palindrome
Primer
Probes
Propagation
Retrovirus
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Tissue culture
Transgenesis
Xenotransplantation
Reverse
transcription
RFLP’s
Southern Blotting
Tandem Repeats
Thermophiles
Vectors
Evolution
Prior Knowledge Vocabulary
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Adaptation
Allele Frequency
Alleles
Bottleneck Effect
Competition
Conservation
Directional Selection
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Disruptive
Selection
Endemic Species
Extinction
Fitness
Fossil Record
Founder Effect
Continental Drift
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
Gene Flow
Gene Pool
Genetic Drift
Introduced
Species
Meteorites
Native Species
Natural Selection
Niche
Plate tectonics
Population
Species
Variation
Volcanism
Core Vocabulary










Adaptive Radiation
Allopatric
Speciation
Anagenesis
Analogous
Structures
Behavioural Barrier
Biogeography
Cline
Co-evolution
Common Ancestor
Comparative
Anatomy










Comparative
Embryology
Convergent
Evolution
Deme
Divergent
Evolution
Ecological Barrier
Geographic
Barrier
Gradualism
Homologous
Structures
Hybrid Breakdown
Hybrid Inviability


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

Hybrid Sterility
Mass Extinction
Molecular
Biology
Polyploidy
Post-Zygotic
Isolating
Mechanism
Pre-Zygotic
Isolating
Mechanism
Punctuated
Equilibrium
Ring Species





Structural Barrier
Subspecies
Supplementary
Sympatric
Speciation
Temporal Barrier
Human Evolution
Core Vocabulary
Taxonomy
 Ape
 Australopithcine
 Australopithecus
afarensis
Ecological
 Climate
 Diet
Anatomical
features
 Broca’s area
 Brow ridge
 Canine
 Chin
 Dentition
 Dexterity



Gracile
H. erectus
H.
heidelbergen
sis

H.
neanderthalen
sis
H. sapiens
Hominid



Hominin
Homo habilis
Human



Paranthropus
sp.
Primate
Robust


Habitat
Nomadic

Selection
pressures

Sexual
dimorphism

Savannah







Great toe
Mandible
Nuchal crest
Opposable
thumb
Palate
Post cranial
skeleton




Bipedalism
Enamel

Prognathism
Sagittal crest
Valgus angle
Wernicke’s
area
Zygomatic
arches
Cerebellum




Diastema
Facial angle
Femoral
condyles
Foramen
magnum
Forehead
Frontal lobe


Burial
Culture


Domestication
Gathering


Mousterian
Oldowan

Social
organisation
Upper
Palaeolithic



Competition
European
Extinction

Fossil
evidence
Gene flow
Modern


MtDNA
Multiregional
hypothesis
Out of Africa
hypothesis



Cultural
 Abstract thought
 Achulean
 Art/decoration
Dispersal
 “African Eve”
hypothesis
 African
 Archaic
 Asian


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
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




Populations
Replacement
hypothesis
Y
chromosome
Supplementary Vocabulary





A. africanus
A.
bahrelghazali
A. garhi
Arboreal
Ardipithecus
ramidus




Australopithecu
s anamensis
Brachiation
Carbon dating
H. ergaster





H.
floresiensis
H.
rudolfensis
Isotope
dating
Knuckle
walking
Orrorin
tugenensis





P. boisei
Paranthropus
robustus.
Potassiumargon dating
Prehensile tail
Quadrupedal



Sahelanthropus
tchadensis
Sexual dimorphism
Thermoregulation
Record of Achievement
LEVEL 3 BIOLOGY
Name:_______________________
Standard Title of the assessment
number
3.4
3.3
3.7
Assessment
type (I or E)
Animal and Plant Behaviour:
1) Unit Test
2) Mock Exam
Gene Expression:
1) Unit Test
2) Mock Exam
Human Evolution:
1) Unit Test
3.1
Niche Investigation
I
3.2
Research
I
US
Speciation
I
Total Credits =
Credits gained
or test mark