Download Y13 Biology 2016

Biology Year 13 Course Outline
2016
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Curriculum Statement
The living world strand is about living things and how they interact with each other
and the environment. Students develop an understanding of the diversity of life and
life processes, of where and how life has evolved, of evolution as the link between
life processes and ecology, and of the impact of humans on all forms of life. As a
result, they are able to make more informed decisions about significant biological
issues. The emphasis is on the biology of New Zealand, including the sustainability
of New Zealand’s unique fauna and flora and distinctive ecosystems
Students will:
 Understand the relationship between organisms and their environment.
 Explore the evolutionary processes that have resulted in the diversity of life on
Earth and appreciate the place and impact of humans within these processes.
 Understand how humans manipulate the transfer of genetic information from
one generation to the next and make informed judgments about the social,
ethical, and biological implications relating to this manipulation
Course Expectations
Study should be done after each lesson.

After each lesson read through your notes and learn new vocabulary.

Weekly – review your notes and write revision notes.

Take the time to list questions to ask the teacher if unsure of anything.

Attempt all written work or assignments set on the topic.

Complete any unfinished work or copy up work missed during any absences.

Prepare seriously for the examination and tests held during the year.

Applying your knowledge to extra questions related to the topic i.e. from school
text books, past-papers and other question from the internet.

Read around the topic studied using school text and other sources.
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Assessment Calendar
Term / Date
Internal /
External
Term 1
I
week 6
Term 3
Standard
AS91604
Version 1
E
AS91605
week 6
(Exam week)
Term 3
Name
Credits
Assessment
Demonstrate understanding
of how an animal maintains
a stable internal
environment
3
Written report using
resource material
Demonstrate understanding
of evolutionary processes
leading to speciation
4
Written exam
Demonstrate understanding
of trends in human
evolution
4
Written exam
Demonstrate understanding
of the responses of plants
and animals to their
external environment
5
Written exam
Demonstrate an
understanding of human
manipulations of genetic
transfer and its biological
implications
3
Written report using
resource material
Version 1
E
week 6
AS91606
Version 1
(Exam week)
Term 3
E
week 6
AS91603
Version 1
(Exam week)
Term 2
week 7
I
AS91607
Version 1
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic:
Evolution
AS 91605
3.5
This topic explores the evolutionary processes leading to speciation with an
emphasis on New Zealand.
Content Outline
The evolutionary processes discussed will involve:
 role of mutation
 gene flow
 role of natural selection( directional, stabilizing, and disruptive selection) and
genetic drift
 modes of speciation (sympatric, allopatric)
 reproductive isolating mechanisms that contribute to speciation
(geographical, temporal, ecological, behavioural, structural barriers,
polyploidy)
 patterns such as divergence, convergence, adaptive radiation, co-evolution,
punctuated equilibrium, and gradualism.
Scientific evidence for evolution discussed will include:
 fossil evidence
 comparative anatomy (homologous and analogous structures)
 molecular biology (proteins and DNA analysis both mtDNA and nuclear
DNA )
 biogeography.
Key Terms
Adaptation
Allele Frequency
Alleles
Bottleneck Effect
Competition
Conservation
Continental Drift
Directional Selection
Disruptive Selection
Endemic Species
Extinction
Fitness
Fossil Record
Founder Effect
Gene Flow
Gene Pool
Genetic Drift
Introduced Species
Meteorites
Native Species
Natural Selection
Niche
Plate tectonics
Population
Species
Variation
Volcanism
Adaptive Radiation
Allopatric Speciation
Anagenesis
Hybrid Breakdown
Hybrid Inviability
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
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
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic:
Human Evolution
AS 91606
3.6
This topic explores trends in human evolution
Content Outline
 Define hominin, hominid.
 Define human lineage.
 Describe characteristics of species in the human lineage.
 Describe skeletal changes linked to bipedalism.
 Describe changes in skull and endocranial features.
 Describe changes in manipulative ability of the hand.
 Describe changes in tool manufacture and use (stone, wood, bone)
 Describe changes in abstract thought (communication, language, art)
 Describe changes in methods of acquiring food e.g. change from huntergathering, domestication of plants and animals.
 Describe changes in fire, shelter and clothing.
 Describe possible patterns of hominin dispersal such as the multiregional and
Out of Africa/replacement hypotheses.
 Describe recent developments or new evidence.
Glossary of Key Terms
‘African Eve’ hypothesis
Abstract thought
Achulean
African
Ape
Archaic
Art/decoration
Austral opithcine
Auctral opithercus
afarensis
Biological evolution
Bipedialism
Broca’s area
Brow ridge
Burial
Canine
Cerebellum
Chin
Climate
Competition
Cranial Vault
Cultural evolution
Culture
Dentition
Dexterity
Diastema
Diet
Domestication
Enamel
European
Extinction
Facial Angle
Femoral condyles
Foramen magnum
Forehead
Fossil evidence
Frontal lobe
Gathering
Gene flow
Gracile
Great toe
Homo erectus
Homo heidelbergensis
Homo sapiens
Homo neanderthalensis
Habitat
Hominid
Hominin
Homo habilis
Human
Mandible
Molar
Mousterian
MtDnA
Multiregional hypothesis
Neolithic
Nomadic
Nuchal crest
Oldowan
Opposable thumb
Out of Africa hypothesis
Palate
Paranthropus species
Populations
Post cranial skeleton
Primate
Prognathism
Replacement hypothesis
Robust
Sagittal crest
Savannah
Selection pressures
Sexual dimorphism
Social organization
Upper palaeolithic
Valgus angle
Wernickle’s area
Y chromosome
Zygomatic arches
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic:
Homeostasis
AS 91604
3.4
This topic explores how an animal maintains a stable internal environment.
Content Outline
 Define the term homeostasis. Explain the importance of maintaining a stable
physiological state.
 Explain how negative feedback stabilises systems against excessive change.
Using examples, explain the role of receptors, effectors, and negative
feedback in homeostasis. Recognise positive feedback as a destabilising
mechanism with a role in certain physiological processes.
 Nerves, Hormones, and Homeostatic Regulation
 Describe examples to show your understanding of how homeostatic
processes are regulated through the activity of hormones and/or nerves.
Explain how hormones exert wide-ranging physiological effects and contrast
this with neural responses.
 Case Studies in Homeostasis
 Using appropriate contextual examples, describe how homeostasis is
maintained in a fluctuating environment.
 Mechanisms of thermoregulation. Describe how thermoregulation is achieved.
Hypothermia and hyperthermia are the result of thermoregulatory failure.
 Blood glucose regulation. Describe how the hormones insulin and glucagon
regulate blood glucose levels and the associated role of the liver in
carbohydrate metabolism. Diabetes mellitus occurs when there is a disruption
to the regulatory system.
 Fluid and electrolyte balance. Include the role of the kidney in excretion and
ion regulation. Explain how the hormone ADH regulates urine volume.
 Homeostasis during exercise. Describe the challenges associated with
maintaining homeostasis during exercise (e.g. thermoregulation, blood
glucose regulation, and fluid and electrolyte balance).
 The effects of recreational drugs (e.g. nicotine, caffeine, ecstasy, alcohol) on
the body's homeostatic mechanisms.
 Physiological systems and mechanisms that could be considered in relation to
the above contexts (as appropriate):
 Regulation of blood pressure and blood volume through the renin-angiotensin
system (advanced level).
 Acid-base balance and the role of the lungs, kidneys, and blood in this.
 Regulation of heart rate and/or breathing rate
Key Terms
acid-base
balance
ADH
blood glucose
blood pressure
breathing rate
diabetes mellitus
effectors
glucagon
heart rate
homeostasis
hyperthermia
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
hypothermia
hormones
insulin
Topic:
AS 91603
kidney
negative feedback
nerves
positive feedback
receptors
thermoregulation
Plant response and Animal behaviour
3.3
This topic explores the responses of plants and animals to their external environment
Content Outline
 Describe behaviour as being innate or learned.
 Define orientation and explain its advantages.
 Describe the mechanisms of response to a stimulus.
 Describe tropisms & nastic responses.
 Describe taxes & kineses.
 Define homing and migration and recognise the differences between them.
 Identify the requirement for timing.
 Describe timing mechanisms.
 Describe daily, tidal, lunar and annual rhythms with examples.
 Recognise endogenous rhythms are entrained by environmental cues and
interpret actogram diagrams and calculate free-running periods.
 Describe photoperiodism in plants, the phytochrome mechanism and interpret
various pictograms of plant responses to day length.
 Define the term interspecific relationships and describe examples of these in
terms of –ve, +ve and mutual interactions between individuals.
 Include herbivory, parasitism, mutualism, commensalisms.
 Describe interspecific competition for resources.
 Define types of exploitation with examples.
 Define predation with examples and strategies to avoid predation.
 Describe allelopathy and antibiosis as mechanisms to eliminate predators,
with examples.
 Describe intraspecific relationships.
 Recognise what constitutes a co-operative interaction with examples.
 Distinguish between the terms territory and home range. Describe the factors
that will determine the size of territory and home range, and the behaviours
associated with determination and preservation of territory and home range.
 Recognise the different reproductive strategies and their ecological
significance.
 Define hierarchies and recognise the advantages and disadvantages of this
group organisation.
 Describe intra-specific competition for resources.
Key Terms
Abiotic
Actogram
Adaptation
Aggressive
Agonistic
Alpha/Beta
Altruistic
Antagonist
Auxin
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Biological clock
Biological orientation
Biotic
ChemoCircadian
Circannual
Commensalism
Competition
Cooperative
interactions
Courtship
Crepuscular
Critical Day length
Diapause
Diurnal
Dominance
Dormancy
Effectors
Endogenous
Entrainment
Exogenous
Exploitation
Free running period
Geo-
Geomagnetic cues
Habitat
Herbivory
Hibernation
Hierarchy
Home range
Homing
Hormones
Innate
Interspecific
Intraspecific
Kin selection
Kineses
Learned
Long day plant
Migration
Mimicry
Monogamy
Mutualism
Nastic response
Niche
Nocturnal
Optic lobes
Pair bonding
Parasitism
Pathogen
Phase shift
PhotoPhytochrome
Pigment
Pineal
Predation
Receptors
Sexual dimorphism
Short day plant
Star compass
Stimulus
Stratification
Submissive
Succession
Sun compass
Taxes
Territory
ThigmoTolerance
Tropisms
Zeitgeber
Topic: Human manipulations of genetic transfer
AS 91607
3.7
This topic explores human manipulations of genetic transfer and its biological
implications
Content Outline
 Understand that genetic transfer involves the insertion of DNA from one
organism into another, resulting in a genetically modified organism (GMO).
 Recognise that the same, relatively few, basic tools and techniques are used
in a range of different processes and applications. These include:
o The use of restriction enzymes, DNA ligation and annealing using DNA
ligase.
o The use of gel electrophoresis.
o The polymerase chain reaction (PCR).
o Preparation of a gene for cloning by PCR or in vivo by removal of
introns. In vivo gene cloning using microbes.
o Gene probes and DNA chips.
 Understand that the manipulation of genetic material has many biological
applications and ethical implications.
 Explain how the manipulation of genetic material is used in selective breeding.
Examples could include:
o Embryo selection and genetic screening (e.g. pre-implantation
diagnosis).
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.




o Animal breeding (e.g. marker assisted selection).
o Plant breeding and the development of new crop foods or the
improvement of existing ones (e.g. golden rice).
Describe and explain the use of whole organism cloning and stem cell
technology. Discuss any ethical concerns with these techniques and their
applications.
Describe and explain transgenesis, including the role of vectors, such as
plasmids. Describe the applications of transgenic organisms, and ethical
concerns with their use.
Describe the techniques used to determine gene function. Explain how gene
function can be modified to provide a benefit.
Explain the process of DNA profiling. Discuss the applications of DNA profiling
as a forensic and diagnostic tool. Include reference to the importance of
genetic profiling in the conservation of endangered species, including how it
can be used as a tool in maintaining genetic diversity.
Key Terms
annealing
cloning
DNA amplification
DNA chip
DNA ligase
DNA ligation
DNA (gene) probes
DNA (genetic) profiling
gel electrophoresis
gene marker
gene therapy
genetic diversity
genetic transfer
genetically modified
organism (GMO)
plasmidpolymerase chain
reaction (PCR)
recombinant DNA
technology
restriction enzyme
selective breeding
stem cell
transgenesis
vector
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.