Download Year 12 ATAR Human Biology Course Outline 2017

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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:



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



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