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?>< ‘; IMCC 2017 ATAR Human Biology: Units 3 & 4 Irene McCormack Catholic College ATAR Human Biology: Unit 3 & 4 Expectations and Assessment Expectations 1. Three hours of Human Biology homework/ study per week - minimum. When specific homework is not set, you should use your time for study and revision. 2. All homework and assignments must be handed in at the correct time and submitted as a hard copy. Please refer to IMCC Assessment Policy for details of penalties for late submission. 3. Any class work or homework missed due to illness or any other absence must be covered by yourself in your own time. 4. If you miss a test for any reason, you will be expected to sit that test on the day that you return to school. Please make contact with your teacher to ensure that appropriate arrangements are made for sitting the test as soon as possible after your return. 5. Laboratory work and other class work not finished in class must be finished at home. 6. Class time will be used efficiently. 7. Correct spelling of English and Biological terms is essential in this course. 8. You are expected to work to the best of your ability at all times. This means that assignments and homework need to be presented as neat and carefully completed. Homework and assignments that are not of an acceptable standard will need to be resubmitted. IMCC ATAR Human Biological Science: Units 3 & 4 2017 Weekly Program – Term 1 Week 1 2 3 4 5 Content Year 12 Begins Thursday 2/2 Expectations, Study & Homework Tips, Understanding questions Content Elaborations (1) the parts of the central nervous system, including the brain (cerebrum, cerebellum, medulla oblongata, hypothalamus, corpus callosum) and spinal cord, have specific roles in the co-ordination of body functions and are protected by the meninges and cerebro-spinal fluid (4) transmission of nerve impulses is via electro-chemical changes that occur at the generation of the impulse, the propagation of the impulse along the nerve fibre, and the transfer of the impulse across the synapse (3) different receptors detect changes in the internal and external environments, including thermoreceptors, osmoreceptors, chemoreceptors and receptors for touch and pain (1) the reflex arc comprises of specially structured neurons, including sensory, interneuron and motor neurons, to transmit information from the receptor to the effector to respond rapidly to stimuli (2) structure and function of the divisions of the nervous system can be observed and compared at different levels in detecting and responding to the changes in the internal and external environments including: central-peripheral afferent-efferent autonomic¬-somatic sympathetic-parasympathetic (3) cell replacement therapy has the potential to treat nervous system disorders including Alzheimer’s and Parkinson’s diseases (1) Topic Test: Nervous System Review Test the hypothalamus, pituitary, thyroid, parathyroid, pancreas, thymus, gonads, pineal and adrenal glands, are endocrine glands found in the human body (1) hormones secreted from the hypothalamus, pituitary, thyroid, parathyroid, pancreas and adrenal glands are involved in homeostasis by affecting specific target organs (1) the secretions of the pituitary gland are controlled by the hypothalamus through transport of hormones, either via nerve cells or the vascular link between them (1) hormones can be lipid-soluble and able to cross cell membranes to bind with and activate intracellular receptors or, watersoluble and able to bind with and activate receptors on cell membranes, and require secondary messengers to affect cell functioning (1) the nervous and endocrine systems work together to co-ordinate functions of all body systems, but differ in terms of: speed of action duration of action nature and transmission of the message specificity of message (1) Activities Writing Answers PP Common Biology prefixes & suffixes PDF CNS PowerPoint Chapter 5 worksheet Sheep Brain Dissection References Homework/ Assignments/ Assessments Chapter 5 Chapter 5 RQs1-9, AYKQ 1-6 Chapter 3 Chapter 3 RQs 1-12 p. 48 AYKQ 1-7p195 Activity 6.1: Reflexes Reflexes worksheet Reflexes Animation Chapter 6 Chapter 6 RQ 1-4 p.83 AYKQ 1-4, 6 p.83 Autonomic NS PP Autonomic NS worksheet Chapter 4 worksheet Chapter 4 Chapter 4 RQs 1-10 p.58 AYKQ 1-6 Nerve Impulses PP Nerve Cells worksheet Activity 3.2: Model Neuron Receptors PP Task 1 Topic Test Ageing of the Nervous System PP Nervous System past exam questions Endocrine System PP Chapter 2 worksheet Endocrine System worksheet Chapter 2 Pituitary/Hypothalamus worksheet Chapter 2 RQ 10 p.32 Chapter 2 RQ 1-6 p.32 AYKQs 1-7 p.32 Endocrine & Nervous System comparison worksheet Chapter 6 Chapter 6 RQs 11-12 Week Content 6 Labour Day Public Holiday: Monday 6/3 homeostatic processes involve nerves and hormones in maintaining the body’s internal environment within tolerance limits through the control of metabolism and physiological and behavioural activities (1) thermoregulation occurs by the control of heat exchange and metabolic activity through physiological and behavioural mechanisms (1) body fluid concentrations are maintained by balancing water and salts via the skin, digestive system and the kidneys, which involve the actions of antidiuretic hormone (ADH) and aldosterone on the nephron, and the thirst reflex (2) blood sugar levels are maintained by controlling of sugar uptake, its storage and release by cells and use in metabolism; these processes involve the hormones of the pancreas and adrenal glands (2) gas concentrations are controlled by balancing the intake of oxygen and the removal of carbon dioxide via the lungs, through the actions of the medulla oblongata and the autonomic nervous system (2) select, use and/or construct appropriate representations, including flow charts, to communicate conceptual understanding, solve problems and make predictions. (1) Task 2 Topic test: Endocrine System and Homeostasis Task 3 Extended Response: Disruption to Homeostasis: Research (1) synthetic hormones may be developed to control or treat endocrine dysfunction, including diabetes mellitus, hypothyroidism and hyperthyroidism, to improve the quality of life for individuals (2) gene therapy can be used to treat a range of diseases, including diabetes mellitus (1) Test Review Thermoregulation Investigation Homeostasis Validation Year 12 Retreat: 29-31/3 Validation Review Investigation validation: Plan Investigation activity: Analysis of results infectious diseases caused by invasion of pathogens in the form of viruses and bacteria can be transmitted from one host to another (1) transmission of pathogens occurs by various mechanisms, including through: direct and indirect contact transfer of body fluids disease-specific vectors contaminated food and water (1) 7 8 9 10 Activities References Thermoregulation PP Chapter 7 Thermoregulation worksheet Body Fluids Homeostasis PP Chapter 7 Osmoregulation worksheet Chapter 7 Activity 7.3 p.98 Chapter 7 Blood Glucose PP Chapter 8 Glucose Homeostasis worksheet Chapter 8 Homework/ Assessment Chapter 7 RQs 1-6, AYKQs 1-5 p.100 RQs 7-13, AYKQs 612 p.100 Gas Concentrations PP Chapter 8 Gas Concentrations worksheet Activity 8.1 p.114 Homestasis past exam questions Chapter 8 RQs 1-5, AYKQ1-2 p.116 RQ6-9, p.210, AYKQs 3-4 p.116 Task 2 Topic test Disruptions to Homeostasis PP Chapter 9 worksheet Activities 9.1 & 9.2 p.125126 Chapter 9 Chapter 9 RQs 1-9, URQs1-7 p.127 Gene Therapy PP Task 3: Homeostasis validation Catalyst: The winning edge Activity 7.1 & 7.2 p. 98 Chapter 1 Task 4: Investigation Clickview: Introduction to pathogens Non-specific Immunity PP Chapter 10 Immunity worksheet Chapter 10 Chapter 10 RQs 1-3, AYKQ 1-3, p. 143 RQs 4-5, AYKQ 4, p. 143 2017 Weekly Program – Term 2 Week 1 2 3 4 Content Staff PD Day: Monday 24/4 Anzac day: Tuesday 25/4 the body’s external defence mechanisms against pathogens include features of the: skin digestive tract urogenital tract respiratory system the ear the eye (1) pathogens that enter the body are targeted by non-specific immune responses of inflammation and fever (2) Investigation validation review immunity is gained through the exposure to specific antigens by the production of antibodies by B lymphocytes and the provision of cell-mediated immunity by T lymphocytes; in both cases memory cells are produced (3) IMCC Day: Friday 5/5 passive immunity can be acquired as antibodies gained through the placenta, or antibody serum injections; active immunity can be acquired through natural exposure to the pathogen, or the use of vaccines (2) antiviral and antibiotic drugs are used for treating infections and differ in their specificity to pathogens (1) the decision to participate in immunisation programs can be influenced by the social, economic and cultural context in which it is considered (1) Task 5 Topic Test: Immunity and Disruption to Homeostasis Test Review. biotechnological techniques provide evidence for evolution by using PCR (to amplify minute samples of DNA to testable amounts), bacterial enzymes and gel electrophoresis to facilitate DNA sequencing of genomes (3) hormones and vaccines are developed using recombinant DNA and associated biotechnological techniques (2) Exam Revision 5 References Homework/ Assignments/ Assessments Chapter 10 Chap 10 RQ 6-9, AYKQ 5-8, p. 143 Specific Immunity PP Chapter 11 worksheet Modelling Specific Immunity (STAWA lab manual) Chapter 11 Chapter 11 RQs 1-10, p.162 Clickview: The immune response Immunity Test Revision questions Chapter 11 Chap 11 RQs 11-18, AYKQS 1-10, p.162 Task 5: Topic Test Biotechnology PP Virtual PCR Lab DNA Sequencing animation Chapter 13 Science inquiry skills revision Past exams Extended response practice questions Chap 13 RQs 1-4, p.192 AYKQs 1-6 , p.193 Chapter 1 RQs 2-8, 10 & 13 Ch 1 AYKQ 1, 2, 5 & 7 Semester 1 Exams 6&7 8 Activities Exam review (2) conduct investigations, including the use of virtual or real biotechnological techniques of polymerase chain reaction (PCR), gel electrophoresis for deoxyribonucleic acid (DNA)sequencing, safely, competently and methodically for valid and reliable collection of data (2) developments in biotechnology have increased access to genetic information of species, populations and individuals, existing now or in the past, the interpretation and use of which may be open to ethical considerations (1) PCR and DNA Profiling Lab Chapter 13 worksheet Chapter 13 Chap 13 RQs 5-10 p.192 Chapter 13 RQs 1114, p. 192 9 10 mutations in genes and chromosomes can result from errors in DNA replication, cell division or from damage caused by mutagens (0.5) different genotypes produce a variety of phenotypes, which are acted on differently by factors in the environment, producing different rates of survival (0.5) mutations are the ultimate source of variation introducing new alleles into a population: new alleles may be favourable or unfavourable to survival (0.5) populations can be represented as gene pools that reflect the frequency of alleles of a particular gene; gene pools can be used to compare populations at different times or locations (0.5) Task 7: Biotechnology Extended Response gene pools are dynamic, with changes in allele frequency caused by: mutations differing selection pressures random genetic drift, including the founder effect changes in gene flow between adjoining groups (2) the incidence of genetic diseases in particular populations illustrates the effects of different factors on the dynamics of gene pools, including the incidence of Tay-Sachs disease, thalassemia and sickle-cell anaemia (1) Task 8 Investigation: sickle cell Anaemia the mechanisms underpinning the theory of evolution by natural selection include inherited variation, struggle for existence, isolation and differential selection, producing changes to gene pools to such an extent that speciation occurs (2) natural selection occurs when factors in the environment confer a selective advantage on specific phenotypes to enhance survival and reproduction (1) Assessment Reviews: Extended Response and Investigation (1) Mutations PP Chapter 12 worksheet Chapter 12 Chapter 12 RQs 1-10, AYKQ 1-7, p. 174 Gene Pools PP Chapter 14 worksheet Chapter 14 Chapter 14 RQs 1-6, AYKQs 1-5 p.215 Task 7: Biotechnology Response Activity 14.1 p.210 Genetic Diseases PP Activity 14.2 p.211 Chapter 14 Chapter 14 RQs 7-14, AYKQs 6-11, p.215 Task 8: Sickle Cell Anaemia Investigation Natural Selection PP Activity 14.3 p.211 2017 Weekly Program – Term 3 WEEK 1 2 CONTENT Staff PD Days: 17/7 comparative studies of DNA (genomic and mitochondrial), proteins and anatomy, provide additional evidence for evolution; genomic information enables the construction of phylogenetic trees showing evolutionary relationships between groups (2) developments in the fields of comparative genomics, comparative biochemistry and bioinformatics have enabled identification of further evidence for evolutionary relationships, which help refine existing models and theories(1) Inter House Athletics: Friday 19/7 the fossil record is incomplete and cannot represent the entire biodiversity of a time or a location due to many factors that affect fossil formation, the persistence of fossils and accessibility to fossilised remains (1) both relative dating techniques, including stratigraphy and index fossils, and absolute dating techniques, including radiocarbon dating and potassium-argon dating, have limitations of application (2) sequencing a fossil record requires a combination of relative and absolute dating techniques to locate fossils onto the geological time line Geological dating and its limitations (2) ACTIVITIES Evidence For Evolution PP Activity 15.1 p.230 Chapter 15 worksheet REFERENCES Chapter 15 HOMEWORK/ ASSIGNMENTS/ ASSESSMENTS Chapter 15 RQ 16, AYKQs 1-6 p.232 Chapter 15 RQ 712, AYKQs 7-11 p.232 Fossil and Dating PP Evidence for evolution padlet Activity 16.1, p.245-6 Activity 16.2, p. 247 Activity 16.3, p.248 Chapter 16 Chapter 16 RQs 113, AYKQs 1-7, p.249-250 3 4 5 6 7 8 Task 9: Dating Investigation Activity select, use and/or construct appropriate representations, including phylogenetic trees, to communicate conceptual understanding, solve problems and make predictions (2) Task 10 Topic Test: Gene Pools, Natural Selection & Evidence for Evolution humans as primates are classified in the same taxonomic family as the great apes. The species within the family are differentiated by DNA nucleotide sequences, which brings about differences in: relative size of cerebral cortex mobility of the digits prognathism and dentition (3) locomotion – adaptations to bipedalism and quadrupedalism (3) Test Review Staff Retreat 18/8 Catholic Day 21/8 determining relatedness and possible evolutionary pathways for hominids uses evidence from comparisons of modern humans and the great apes with fossils of: Australopithecus afarensis Australopithecus africanus Paranthropus robustus Homo habilis Homo erectus Homo neanderthalensis Homo sapiens (3) Task 11: Zoo Excursion tool use is seen in a number of hominid species and the study of these tools provides important insight into the evolution of the human cognitive abilities and lifestyles: trends are seen in the changes in manufacturing techniques and the materials used in the tool cultures of: Homo habilis Homo erectus Homo neanderthalensis Homo sapiens (3) Task 12: Hominin Evolution Topic Test Topic test and Zoo Validation review Revision Chapter 16 Task 9: Dating Investigation Activity Hominids PP Chapter 17 worksheet Activity 17.1 Chapter 17 Task 10: Topic Test Chapter 17 RQs 113, AYKQs 1-9 p.268-9 Hominin Evolution PP Chapter 18 worksheet Activity 18.1 p.282 Activity 18.2 & 18.2, p.283 Chapter 18 Chapter 18 RQs 19, AYKQs 1-8, p. 285 Human Ancestors PP Hominin Evolution Jigsaw Activity 19.1, p. 300 Activity 19.2, p.300-1 Chapter 19 Chapter 19 RQs 110, AYKQs 1-10, p. 302-3 Tool Cultures PP Activity 20.1, p.318 Activity 20.2, p.318 Chapter 20 Chapter 20 RQs 111, AYKQs 1-8, p.319 Clickview video: Understanding Evolution Task 11: Topic Test Revision 9 & 10 ATAR Human Biology: Units 3 & 4 – Term 4 2017 Semester 2 Exams begin Monday 2nd of October and end on Friday 13th of October The WACE Exams begin on the Monday 30th of October 2017 1 Unit 3 – Homeostasis and disease Unit description This unit explores the nervous and endocrine systems and the mechanisms that help maintain the systems of the body to function within normal range, and the body’s immune responses to invading pathogens. The complex interactions between body systems in response to changes in the internal and external environments facilitate the maintenance of optimal conditions for the functioning of cells. Feedback systems involving the autonomic nervous system, the endocrine system and behavioural mechanisms maintain the internal environment for body temperature, body fluid composition, blood sugar and gas concentrations within tolerance limits. The structure and function of the endocrine system, including the glands, hormones, target organs and modes of action, can demonstrate the many interactions that enable the maintenance of optimal cellular conditions. The structure and function of the autonomic nervous system, and its relationship with other parts of the nervous system, can be linked to the roles each play in maintaining homeostasis of internal environmental conditions. Comparing and contrasting the endocrine and nervous systems can highlight the roles of each in homeostasis. Humans can intervene to treat homeostatic dysfunction and influence the quality of life for individuals and families. Different body systems have mechanisms, including physical and chemical barriers, that protect the body against invasion by pathogens. The non-specific actions of the body can be aided by the use of antibiotics and antiviral drugs to counter the invasion or reduce the effect of the pathogen. Specific resistance mechanisms involve the recognition of invading pathogens and produce long-lasting immunity. Vaccinations can result in immunity to infection by exposure to attenuated versions of the pathogens. Unit content An understanding of the Year 11 content is assumed knowledge for students in Year 12. It is recommended that students studying Unit 3 and Unit 4 have completed Unit 1 and Unit 2. This unit includes the knowledge, understandings and skills described below. This is the examinable content. Science Inquiry Skills identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes design investigations, including the procedure(s) to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including animal ethics conduct investigations, including the collection of data related to homeostasis and the use of models of disease transmission, safely, competently and methodically for the collection of valid and reliable data represent data in meaningful and useful ways, including the use of mean, median, range and probability; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error, instrumental accuracy, the nature of the procedure and the sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions Human Biology | ATAR | Year 12 syllabus 2 interpret a range of scientific and media texts, and evaluate models, processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; and use reasoning to construct scientific arguments select, use and/or construct appropriate representations, including diagrams, models and flow charts, to communicate conceptual understanding, solve problems and make predictions. communicate to specific audiences, and for specific purposes, using appropriate language, nomenclature, genres and modes, including scientific reports Science as a Human Endeavour synthetic hormones may be developed to control or treat endocrine dysfunction, including diabetes mellitus, hypothyroidism and hyperthyroidism, to improve the quality of life for individuals gene therapy can be used to treat a range of diseases, including diabetes mellitus hormones and vaccines are developed using recombinant DNA and associated biotechnological techniques the decision to participate in immunisation programs can be influenced by the social, economic and cultural context in which it is considered cell replacement therapy has the potential to treat nervous system disorders including Alzheimer’s and Parkinson’s diseases Science Understanding Endocrine system the hypothalamus, pituitary, thyroid, parathyroid, pancreas, thymus, gonads, pineal and adrenal glands, are endocrine glands found in the human body hormones secreted from the hypothalamus, pituitary, thyroid, parathyroid, pancreas and adrenal glands are involved in homeostasis by affecting specific target organs the secretions of the pituitary gland are controlled by the hypothalamus through transport of hormones, either via nerve cells or the vascular link between them hormones can be lipid-soluble and able to cross cell membranes to bind with and activate intracellular receptors or, water-soluble and able to bind with and activate receptors on cell membranes, and require secondary messengers to affect cell functioning Central and peripheral nervous system structure and function of the divisions of the nervous system can be observed and compared at different levels in detecting and responding to the changes in the internal and external environments including: central-peripheral afferent-efferent autonomic-somatic sympathetic-parasympathetic Human Biology | ATAR | Year 12 syllabus 3 the parts of the central nervous system, including the brain (cerebrum, cerebellum, medulla oblongata, hypothalamus, corpus callosum) and spinal cord, have specific roles in the co-ordination of body functions and are protected by the meninges and cerebro-spinal fluid different receptors detect changes in the internal and external environments, including thermoreceptors, osmoreceptors, chemoreceptors and receptors for touch and pain the reflex arc comprises of specially structured neurons, including sensory, interneuron and motor neurons, to transmit information from the receptor to the effector to respond rapidly to stimuli transmission of nerve impulses is via electro-chemical changes that occur at the generation of the impulse, the propagation of the impulse along the nerve fibre, and the transfer of the impulse across the synapse the nervous and endocrine systems work together to co-ordinate functions of all body systems, but differ in terms of: speed of action duration of action nature and transmission of the message specificity of message Homeostasis homeostatic processes involve nerves and hormones in maintaining the body’s internal environment within tolerance limits through the control of metabolism and physiological and behavioural activities thermoregulation occurs by the control of heat exchange and metabolic activity through physiological and behavioural mechanisms blood sugar levels are maintained by controlling of sugar uptake, its storage and release by cells and use in metabolism; these processes involve the hormones of the pancreas and adrenal glands body fluid concentrations are maintained by balancing water and salts via the skin, digestive system and the kidneys, which involve the actions of antidiuretic hormone (ADH) and aldosterone on the nephron, and the thirst reflex gas concentrations are controlled by balancing the intake of oxygen and the removal of carbon dioxide via the lungs, through the actions of the medulla oblongata and the autonomic nervous system Response to infection infectious diseases caused by invasion of pathogens in the form of viruses and bacteria can be transmitted from one host to another transmission of pathogens occurs by various mechanisms, including through: direct and indirect contact transfer of body fluids disease-specific vectors contaminated food and water Human Biology | ATAR | Year 12 syllabus 4 the body’s external defence mechanisms against pathogens include features of the: skin digestive tract urogenital tract respiratory system the ear the eye pathogens that enter the body are targeted by non-specific immune responses of inflammation and fever antiviral and antibiotic drugs are used for treating infections and differ in their specificity to pathogens passive immunity can be acquired as antibodies gained through the placenta, or antibody serum injections; active immunity can be acquired through natural exposure to the pathogen, or the use of vaccines immunity is gained through the exposure to specific antigens by the production of antibodies by B lymphocytes and the provision of cell-mediated immunity by T lymphocytes; in both cases memory cells are produced Human Biology | ATAR | Year 12 syllabus Unit 4 – Human variation and evolution Unit description This unit explores the variations in humans in their changing environment and evolutionary trends in hominids. Humans can show multiple variations in characteristics due to the effect of polygenes or gene expression. The changing environment can influence the survival of genetic variation through the survival of individuals with favourable traits. Gene pools are affected by evolutionary mechanisms, including natural selection, migration and chance occurrences. Population gene pools vary due to interaction of reproductive and genetic processes and the environment. Over time, this leads to evolutionary changes. Gene flow between populations can be stopped or reduced by barriers. Separated gene pools can undergo changes in allele frequency, due to natural selection and chance occurrences, resulting in speciation and evolution. Evidence for these changes comes from fossils and comparative anatomy and biochemical studies. A number of trends appear in the evolution of hominids and these may be traced using phylogenetic trees. The selection pressures on humans have changed due to the control humans have over the environment and survival. Unit content This unit includes the knowledge, understandings and skills described below. This is the examinable content. Science Inquiry Skills identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes design investigations, including the procedure(s) to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including animal ethics conduct investigations, including the use of virtual or real biotechnological techniques of polymerase chain reaction (PCR), gel electrophoresis for deoxyribonucleic acid (DNA)sequencing, and techniques for relative and absolute dating, safely, competently and methodically for valid and reliable collection of data represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error, instrumental accuracy, the nature of the procedure and sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions interpret a range of scientific and media texts, and evaluate models, processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments select, use and/or construct appropriate representations, including phylogenetic trees, to communicate conceptual understanding, solve problems and make predictions communicate to specific audiences, and for specific purposes, using appropriate language, nomenclature, genres and modes, including scientific reports 2 Science as a Human Endeavour developments in biotechnology have increased access to genetic information of species, populations and individuals, existing now or in the past, the interpretation and use of which may be open to ethical considerations developments in the fields of comparative genomics, comparative biochemistry and bioinformatics have enabled identification of further evidence for evolutionary relationships, which help refine existing models and theories Science Understanding Mutations mutations in genes and chromosomes can result from errors in DNA replication, cell division or from damage caused by mutagens different genotypes produce a variety of phenotypes, which are acted on differently by factors in the environment, producing different rates of survival mutations are the ultimate source of variation introducing new alleles into a population: new alleles may be favourable or unfavourable to survival Gene pools populations can be represented as gene pools that reflect the frequency of alleles of a particular gene; gene pools can be used to compare populations at different times or locations gene pools are dynamic, with changes in allele frequency caused by: mutations differing selection pressures random genetic drift, including the founder effect changes in gene flow between adjoining groups the incidence of genetic diseases in particular populations illustrates the effects of different factors on the dynamics of gene pools, including the incidence of Tay-Sachs disease, thalassemia and sicklecell anaemia natural selection occurs when factors in the environment confer a selective advantage on specific phenotypes to enhance survival and reproduction the mechanisms underpinning the theory of evolution by natural selection include inherited variation, struggle for existence, isolation and differential selection, producing changes to gene pools to such an extent that speciation occurs Evidence for evolution biotechnological techniques provide evidence for evolution by using PCR (to amplify minute samples of DNA to testable amounts), bacterial enzymes and gel electrophoresis to facilitate DNA sequencing of genomes comparative studies of DNA (genomic and mitochondrial), proteins and anatomy, provide additional evidence for evolution; genomic information enables the construction of phylogenetic trees showing evolutionary relationships between groups Human Biology | ATAR | Year 12 syllabus 3 the fossil record is incomplete and cannot represent the entire biodiversity of a time or a location due to many factors that affect fossil formation, the persistence of fossils and accessibility to fossilised remains sequencing a fossil record requires a combination of relative and absolute dating techniques to locate fossils onto the geological time line both relative dating techniques, including stratigraphy and index fossils, and absolute dating techniques, including radiocarbon dating and potassium-argon dating, have limitations of application Hominid evolutionary trends humans as primates are classified in the same taxonomic family as the great apes. The species within the family are differentiated by DNA nucleotide sequences, which brings about differences in: determining relatedness and possible evolutionary pathways for hominids uses evidence from comparisons of modern humans and the great apes with fossils of: relative size of cerebral cortex mobility of the digits locomotion – adaptations to bipedalism and quadrupedalism prognathism and dentition Australopithecus afarensis Australopithecus africanus Paranthropus robustus Homo habilis Homo erectus Homo neanderthalensis Homo sapiens tool use is seen in a number of hominid species and the study of these tools provides important insight into the evolution of the human cognitive abilities and lifestyles: trends are seen in the changes in manufacturing techniques and the materials used in the tool cultures of: Homo habilis Homo erectus Homo neanderthalensis Homo sapiens Human Biology | ATAR | Year 12 syllabus 4 Grade Descriptors ATAR Human Biology: Units 3 & 4 A Conceptual knowledge and understanding Integrates knowledge and understanding of concepts from different areas of Human Biology and makes critical links between them. Applies concepts and knowledge to unfamiliar contexts and synthesises appropriate and accurate responses. Correctly links a disruption in a physiological process or mechanism with a broad range of prognoses. Presents correctly sequenced, precise descriptions of processes or mechanisms that relate to human physiology. Provides detailed and well-supported responses to complex problems or questions using appropriate terminology frequently. Critical thinking Evaluates thoroughly the validity of scientific information in terms of known conventions and advancements in human biology. Explains ethical issues without bias and constructs arguments well-supported by reliable scientific evidence. Uses highly developed organisational skills when compiling information. Investigative and communicative skills Formulates a succinct hypothesis and independently plans an investigation from a personally identified problem. Identifies and controls appropriate variables, outlines in detail the methodology, lists and describes equipment and suitable data collection methods. Performs an investigation in an efficient, safe and correct manner. Collects, organises and presents data logically in graphs, tables and charts with correct mathematical justification to reveal patterns and relationships. Provides detailed analysis and evaluation of all data that clearly supports or refutes the stated hypothesis. Writes and presents thorough, highly detailed reports of investigations. B Conceptual knowledge and understanding Provides knowledge and understanding of a range of concepts but does not make critical links between them. Applies concepts and knowledge to unfamiliar contexts but provides responses with limited detail. Suggests a limited range of prognoses for a disruption in a physiological process or mechanism. Provides parts of sequences and components of a physiological process or mechanism. Responds to complex problems or questions with generalised statements and uses appropriate terminology. Critical thinking Interprets, compares and evaluates scientific information with some degree of accuracy. Identifies the different views surrounding ethical issues and may present supporting arguments for them. Uses well-developed organisational skills when compiling information. Human Biology | ATAR | Year 12 syllabus 5 ATAR Human Biology: Units 3 & 4 C D Investigative and communicative skills With guidance can develop a personally identified problem, formulate an hypothesis and plan an investigation. Identifies the appropriate variables, outlines in general the methodology, lists and describes equipment and suitable data collection methods. Performs investigations in an efficient, safe and correct manner. Organises and presents data in a range of forms i.e. graphs, tables and charts. Analyses and evaluates data and relates it to the hypothesis. Writes and presents detailed reports of investigations. Conceptual knowledge and understanding Recounts knowledge and understanding of concepts with limited elaboration of details. Explains concepts and knowledge but is unable to apply them to unfamiliar contexts. Responses are brief, simplistic statements. Recognises a disruption in a physiological process or mechanism without linking it to a prognosis. Provides generalised descriptions of physiological processes or mechanisms. Responds to complex problems or questions with little detail and appropriate terminology. Critical thinking Interprets and compares scientific information with generalised responses. Identifies and discusses ethical issues in a biased way, often using emotive language that is unsupported by scientific evidence. Shows some organisational skills when compiling information. Investigative and communicative skills Attempts to identify a problem to be solved through investigation, but often relies on second-hand data to develop a question and then writes a simple hypothesis. Uses simplistic language to outline variables, the methodology, equipment and data collection methods. Performs an investigation, often requiring teacher guidance. Provides limited tables, graphs and charts of data in an organised format. Draws simple conclusions from data that may not be linked back to the hypothesis. Writes reports that summarise the results of investigations. Conceptual knowledge and understanding Attempts to recount knowledge and understanding of concepts. Attempts to explain concepts and knowledge with little understanding demonstrated in responses. Attempts to describe a physiological process or mechanism in generalised terms. Attempts to respond to complex problems or questions are usually incorrect or inaccurate, with little use of terminology. Critical thinking Attempts to interpret and compare scientific information. Attempts to identify ethical issues and if successful, discusses them in a biased way, often using emotive language that is unsupported by scientific evidence. Attempts to show some organisational skills when compiling information. Investigative and communicative skills When provided with a problem to be solved, attempts to write an hypothesis. Attempts to identify the appropriate variables; provides a limited summary of the methodology, equipment and suitable data collection methods. Attempts to perform an investigation and requires teacher guidance to do so. Provides simple tables and graphs with limited detail. Attempts to comment on data. Writes reports that lack detail and evidence of scientific understanding. Human Biology | ATAR | Year 12 syllabus 6 ATAR Human Biology: Units 3 & 4 E Conceptual knowledge and understanding Incorrectly recounts knowledge of concepts. Incorrectly explains concepts and knowledge. Unable to or does not respond to complex problems or questions. Recounts a process or mechanism incorrectly and with little or no appropriate terminology. Critical thinking Incorrectly interprets and compares scientific information. Inaccurately identifies and discusses ethical issues. Lacks organisational skills when compiling information. Investigative and communicative skills Incorrectly writes an hypothesis when provided with a problem to solve. Incorrectly identifies the appropriate variables. Has difficulty providing a summary of the methodology, equipment and suitable data collection methods. Has difficulty performing an investigation, requiring teacher guidance to do so. Does not provide data in a correct format. Incorrectly comments on data. Has difficulty writing or presenting reports. Human Biology | ATAR | Year 12 syllabus