Woodlands Study
Stage 6 Geography, Biology and Senior Science
Students will:
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measure abiotic variables including soils (texture, colour, pH, salinity); light, temperature, wind, humidity
compare soils and describe landform
relate abiotic data to the distribution of plants and animals
collect data to describe the distribution and abundance of organisms using transects and quadrats
describe trophic interactions found between organisms in the area
The web based student lessons on Woodlands cover the above tasks and allows students to do the following:
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gather information from a secondary source to construct food chains and webs
investigate adaptations to factors in the environment
identify and describe in detail adaptations of a plant and animal
describe and explain the short and long-term consequences on the ecosystem of species competing for resources (gum leaf skeletoniser)
identify the impact of humans
Fieldwork Sites: This study can be completed at REEC, Temora or Adelong Falls Goldmill Ruins
Stage 6 Syllabus Mapping Grid - Box Gum Grassy Woodlands Study
Outcomes Addressed
Stage 6 Preliminary Biology
Stage 6 Preliminary Senior
Science
Preliminary Stage 6 Geography
1. Site Description
2,13,14,15,16
7, 13,14,15,16
2,5,6,13
2. Measuring Abiotic Features
2,12,13,14,15,16
12, 13,14,15,16
2,7,8,10,11,13
3. Identifying problems in fieldwork
methods
2,11,12, 13,14,15,16
2,11,12, 13,14,15,16
10,13
4. Vegetation abundance and
distribution using quadrats
2,7,8,12, 13,14,15,16
7,12, 13,14,15,16
2,8,1011,13
5. Field Sketch of quadrat
2,7,8,12, 13,14,15,16
7,12, 13,14,15,16
8,10,11,13
6. Herbivory of leaves
2,7,8, 13,14,15,16
7,12, 13,14,15,16
8,10,13,
7. Adaptations of flora
2,7,8, 13,14,15,16
7,12, 13,14,15,16
2,8,10,13,
8. Food Chains
2,7,8, 13,14,15,16
4,7,12, 13,14,15,16
2,8,10,13
9. Evidence of Fauna
2,7,8, 13,14,15,16
7,12, 13,14,15,16
2,8,10,13
10. Transect of biotic features
2,7,8, 13,14,15,16
7,12, 13,14,15,16
2,8,10,11,13
11. Calculating Biomass
13,14,15,16
4,7,12, 13,14,15,16
2,8,10,11,13
12. Human Impact
4, 13,14,15,16
4, 13,14,15,16
2,6
Woodlands Study Activities
Woodlands Study
Science
Stage 6
Skills Module 8.1 Mapping Grids
for Biology and Senior Science
11.1 identify data sources to:
a) analyse complex problems to determine appropriate ways in which each aspect may be researched.
b) determine the type of data that needs to be collected and explain the qualitative or quantitative analysis that will be required
for this data to be useful
c) identify the orders of magnitude that will be appropriate and the uncertainty that may be present in the measurement of data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for data collection or gathering information that will assist
efficient future analysis
11.2 plan first-hand investigations to:
a) demonstrate the use of the terms ‘dependent’ and ‘independent’ to describe variables involved in the investigation
b) identify variables that need to be kept constant, develop strategies to ensure that these variables are kept constant and
demonstrate the use of a control
c) design investigations that allow valid and reliable data and information to be collected
d) describe and trial procedures to undertake investigations and explain why a procedure, a sequence of procedures or the
repetition of procedures is appropriate
e) predict possible issues that may arise during the course of an investigation and identify strategies to address these issues if
necessary
11.3 choose equipment or resources by:
a) identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake an
investigation
b) carrying out a risk assessment of intended experimental procedures and identifying and addressing potential hazards
c) identifying technology that could be used during investigations and determining its suitability and effectiveness for its
potential role in the procedure or investigations
d) recognising the difference between destructive and non-destructive testing of material and analysing potentially different
results of these two procedures
X
12. Human Impact
11. Biomass Calc
10. Transect
9. Evidence of Fauna
8. Food chains
7. Adaptations
6. Herbivory of Leaves
5. Filed Sketch
2. Abiotic Features
1. Description
Students:
4. Quadrats
Addressed in Study
3. Fieldwork Problems
Module 8.1 Skills Content for Biology and Senior Science
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12.1 perform first-hand investigations by:
a) carrying out the planned procedure, recognising where and when modifications are needed and analysing the
effect of these adjustments
b) efficiently undertaking the planned procedure to minimise hazards and wastage of resources
c) disposing of any waste materials produced carefully and safely during the investigation
d) identifying and using safe work practices during investigations
12.2 gather first-hand information by:
a) using appropriate data collection techniques, employing appropriate technologies including data loggers and
sensors
b) measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as
appropriate
12.3 gather information from secondary sources by:
a) accessing information from a range of resources including popular scientific journals, digital technologies and
the internet
b) practising efficient data collection techniques to identify useful information in secondary sources
c) extracting information from numerical data in graphs and tables as well as from written and spoken material in all
its forms
d) summarising and collating information from a range of resources
e) identifying practising male and female Australian scientists, the areas in which they are currently working and
information about their research
12.4 process information to:
a) assess the accuracy of any measurements and calculations and the relative importance of the data and
information gathered
b) identify and apply appropriate mathematical formulae and concepts
c) best illustrate trends and patterns by selecting and using appropriate methods, including computer-assisted
analysis
d) evaluate the *relevance/validity of first-hand and secondary information and data in relation to the area of
investigation
e) assess the reliability of first-hand and secondary information and data by considering information from various
sources
f) assess the accuracy of scientific information presented in mass media by comparison with similar information
presented in scientific journals
12. Human Impact
11. Biomass Calc
10. Transect
9. Evidence of Fauna
8. Food chains
7. Adaptations
6. Herbivory of Leaves
5. Filed Sketch
4. Quadrats
3. Fieldwork Problems
2. Abiotic Features
1. Description
Students:
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13.1 present information by:
a) selecting and using appropriate text types or combinations thereof, for oral and written presentations
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate formats to acknowledge sources of information
d) using symbols and formulae to express relationships and using appropriate units for physical quantities
e) using a variety of pictorial representations to show relationships and presenting information clearly and
succinctly
f) selecting and drawing appropriate graphs to convey information and relationships clearly and accurately
g) identifying situations where use of a curve of best fit is appropriate to present graphical information
14.1 analyse information to:
a) identify trends, patterns and relationships as well as contradictions in data and information
b) justify inferences and conclusions
c) identify and explain how data supports or refutes an hypothesis, a prediction or a proposed solution to a problem
d) predict outcomes and generate plausible explanations related to the observations
e) make and justify generalisations
f) use models, including mathematical ones, to explain phenomena and/or make predictions
g) use cause and effect relationships to explain phenomena
h) identify examples of the interconnectedness of ideas or scientific principles
14.2 solve problems by:
a) identifying and explaining the nature of a problem
b) describing and selecting from different strategies those which could be used to solve a problem
c) using identified strategies to develop a range of possible solutions to a particular problem
d) evaluating the appropriateness of different strategies for solving an identified problem
14.3 use available evidence to:
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical progression and include correct use of scientific
principles and ideas
c) apply critical thinking in the consideration of predictions, hypotheses and the results of investigations
d) formulate cause and effect relationships
* For Stage 6 Biology and Chemistry
12. Human Impact
11. Biomass Calc
10. Transect
9. Evidence of Fauna
8. Food chains
7. Adaptations
6. Herbivory of Leaves
5. Filed Sketch
4. Quadrats
3. Fieldwork Problems
2. Abiotic Features
1. Description
Students:
X X X X X X X X X X X
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Syllabus points addressed for the Stage 6 Biology Syllabus
8.2
A Local Ecosystem
Contextual Outline
The environment has an impact on all organisms in ways that a Biology student will learn to recognise and explain. Students are able to draw on
existing knowledge of their own local area and expand on their understanding of biological concepts that can be identified through careful
analysis of the biotic and abiotic factors operating.
While the study of the relationships of organisms with each other and with their physical environment can be theoretically presented in a
classroom setting or by using simulations of natural populations, communities and even ecosystems, the study of ecology in the field is essential.
Study of this module must include field experience of a local terrestrial or aquatic ecosystem to observe and measure some of the abiotic
parameters to which the main plant and animal species are adapted and to study some of the trophic, competitive and symbiotic interactions
between organisms in that ecosystem.
Students should be encouraged to analyse and report on those aspects of the local environment that have been affected by people and propose
realistic solutions to the problems that exist. The report should include: a statement of purpose; a clear and detailed description of the area
studied; any background material collected on the area; appropriate presentation of data collected; analysis of data; suggestions of the
relationships that exist in the area; and an assessment of human impact on the area.
This module increases students’ understanding of the nature, practice and applications of biology.
Assumed Knowledge
Domain: knowledge and understanding
Refer to the Science Years 7–10 Syllabus for the following:
5.10a) distinguish between biotic and abiotic features of the local environment
5.10b) describe the importance of cycles of materials in ecosystems
5.10c) describe some impacts of human activities on ecosystems
5.11.2a )relate pollution to contamination by unwanted substances
5.11.2c) discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality
and sustainability of the environment.
Students learn to:
1. The
distribution,
diversity and
numbers of
plants and
animals
found in
ecosystems
are
determined
by biotic and
abiotic
factors
Students:
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compare the abiotic characteristics of
aquatic and terrestrial environments
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identify the factors determining the
distribution and abundance of a species in
each environment
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describe the roles of photosynthesis and
respiration in ecosystems
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identify uses of energy by organisms
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identify the general equation for aerobic
cellular respiration and outline this as a
summary of a chain of biochemical
reactions
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process and analyse information obtained from a variety of
sampling studies to justify the use of different sampling
techniques to make population estimates when total counts
cannot be performed
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2.
Each local
aquatic or
terrestrial
ecosystem
is unique
Students learn to:
Students:
 examine trends in population estimates for
some plant and animal species within an
ecosystem
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 outline factors that affect numbers in predator
and prey populations in the area studied
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 choose equipment or resources and undertake a field study
of a local terrestrial or aquatic ecosystem to identify data
sources and:
– measure abiotic variables in the ecosystem being studied
using appropriate instruments and relate this data to the
distribution of organisms
– estimate the size of a plant population and an animal
population in the ecosystem using transects and/or
random quadrats
– collect, analyse and present data to describe the
distribution of the plant and animal species whose
abundance has been estimated
– describe two trophic interactions found between
organisms in the area studied
– identify data sources and gather, present and analyse
data by:
- tabulation of data collected in the study
- calculation of mean values with ranges
- graphing changes with time in the measured abiotic
data
- evaluating variability in measurements made during
scientific investigations
 identify examples of allelopathy, parasitism,
mutualism and commensalism in an
ecosystem and the role of organisms in each
type of relationship
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 describe the role of decomposers in
ecosystems
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 explain trophic interactions between
organisms in an ecosystem using food chains,
food webs and pyramids of biomass and
energy
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 define the term adaptation and discuss the
problems associated with inferring
characteristics of organisms as adaptations for
living in a particular habitat
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 identify some adaptations of living things to
factors in their environment
  process and analyse information and present a report of the
 identify and describe in detail adaptations of a
plant and an animal from the local ecosystem
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 describe and explain the short-term and longterm consequences on the ecosystem of
species competing for resources
 identify the impact of humans in the
ecosystem studied
 gather information from first-hand and secondary sources to
construct food chains and food webs to illustrate the
relationships between member species in an ecosystem
investigation of an ecosystem in which the purpose is
introduced, the methods described and the results shown
graphically and use available evidence to discuss their
relevance
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Syllabus points addressed for the Stage 6 Senior Science Syllabus
8.5
Local Environment
Contextual Outline
The immediate environment has an impact on all living things in many different ways. Each local environment has unique physical, chemical,
geological and biological features that are related to various cycles in operation. The interaction of those features determines the ecosystems that
are present and the type and number of flora and fauna the ecosystem is able to sustain. By drawing on their existing knowledge of the local
area, students are able to expand their understanding of the scientific concepts that impact on or are caused by biotic and abiotic factors
operating in the environment.
The complexity of ecosystems can make them difficult to study and to understand but field study can be very exciting and rewarding as
information is collected, analysed and discussed, leading to a better understanding of the local area.
Students are encouraged to analyse those aspects of the local environment that have been affected by people and propose realistic solutions to
the problems that may exist as they undertake field work and develop their report. The report should include: a statement of purpose, a clear and
detailed definition of the area studied, any background material collected on the area, appropriate presentation of data collected, analysis of data,
discussion of the relationships that exist in the area and an assessment of human impact on the area.
This module increases students’ understanding of the nature and practice of science and the implications of science for society and the
environment.
Assumed Knowledge
Refer to the Science Years 7–10 Syllabus for the following:
4.10a) describe some adaptations of living things to factors in their environment
4.10b) describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are
related
4.10c) describe the roles of photosynthesis and respiration in ecosystems.
Students learn to:
1. The distribution,
diversity and
numbers of
plants and
animals found in
ecosystems are
determined by
the biotic and
abiotic factors
2. There is a flow of
energy and
matter in an
ecosystem
 describe the differences between
abiotic and biotic features of the
environment
 compare the abiotic characteristics
of aquatic and terrestrial
environments
Students:
  perform a first-hand investigation using transect, random quadrat,
capture-recapture and tagging/ marking methods to make
estimates of real or simulated populations of organisms and use
the available evidence to discuss the advantages and
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disadvantages of these methods
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 identify the factors determining the
distribution and abundance of a
species in each environment
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 describe and explain the shortand long-term consequences on
the ecosystem of members of the
same species competing for
resources
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 explain the need to use sampling
techniques to make population
estimates when total counts
cannot be made
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 discuss the importance of the
cycling of materials in ecosystems
 describe the flow of matter through
a natural ecosystem using the
water, carbon/oxygen and nitrogen
cycles
  identify data sources, gather and process information from firsthand and secondary sources to construct food chains and food
webs to illustrate the flow of matter and energy and use the
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available evidence to discuss the relationships between different
organisms in the ecosystem

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 identify uses of energy in
organisms
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 describe the flow of energy
through a natural ecosystem
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Students learn to:
3. Each local
aquatic or
terrestrial
ecosystem is
unique
 examine trends in population sizes
for some plant and animal species
within an ecosystem
 outline factors that affect numbers
in predator and prey populations
Students:
  process secondary information to identify OH&S issues to identify
potential sources of physical, chemical and biological risk before
undertaking an investigation of a local terrestrial or aquatic
environment
  plan, choose equipment or resources for, and perform a field study
 explain the importance of the role
of decomposers in the local
ecosystem

 explain trophic interactions
between organisms in the local
ecosystem using food chains, food
webs and pyramids of biomass
and energy where appropriate

 outline energy flow and cycling of
matter in the local ecosystem
studied
 identify and describe adaptations
of a plant and an animal from the
local ecosystem
of a local terrestrial or aquatic ecosystem to:
– measure abiotic variables in the ecosystem being studied using
appropriate instruments and where possible combine with
recorded values and relate this to the distribution of organisms
– estimate the size of a plant and an animal population in the
ecosystem using transects and/or random quadrats techniques
– gather data to describe the distribution of the plant and animal
species whose abundance has been estimated
– use available evidence to describe observed trophic
interactions between two plant and two animal species found in
the area
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  process and analyse information to prepare a report on the field
study undertaken using an appropriate reporting style
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Students learn to:
4. The impact of
humans on
aquatic and
terrestrial
environments
varies from place
to place
 describe the effects of a range of
human impacts on the local
environment
 identify features of the local
environment which may vary in
importance for different groups in
the local society
 discuss views that different groups
in the local society have on human
impact on the local environment
 outline some criteria for local
government regulations
concerning zoning of the land for
uses such as:
– domestic housing
– units
– schools
– public transport facilities
– commercial developments
– primary produce
– industry
Students:
  perform a first-hand investigation to gather information by
surveying local residents and discuss concerns about human
impact on the local area
  process, analyse and present information from secondary sources
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to trace the use of the local environment over the last 50 years
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Woodlands Study
Geography
Stage 6
Geographical tools and skills
Geographical Tools and Skills
These Stage 6 geographical tools and skills build from those developed in Geography Stages 4–5. Stage 6 tools and skills are assessed in the
HSC examination.
•
calculating the gradient of a slope as a ratio
•
calculating the vertical exaggeration of a cross-section
•
determining sight lines between two points
•
constructing a transect between two points and describing the changes along it
•
identifying spatial interaction and change using a variety of sources
•
•
describing patterns, relationships, networks, linkages and evidence of change within and
between regions or areas
determining the density of a specific feature on a map
•
reading, constructing and interpreting choropleth maps
•
recognising the key features of changing pressure patterns on weather maps
•
designing and interpreting flowcharts.
11. Biomass Calc
10. Transect
9. Evidence of Fauna
8. Food chains
7. Adaptations
6. Herbivory of Leaves
5. Filed Sketch
4. Quadrats
3. Fieldwork Problems
2. Abitoic Features
Addressed in Study
1. Description
Students learn to interpret maps by:
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•
calculating the rate of increase or decrease between two points
•
estimating the value of proportional circles of different size using a key
•
estimating the value of particular segments in pie graphs of different size
•
identifying the three elements depicted in a ternary graph and the line scale of each
•
stating the ‘mix’ of elements at any point on a ternary graph
•
identifying clusters and patterns on a ternary graph
•
constructing and interpreting proportional divided circles
•
interpreting frequency distributions and diagrams
•
reading and interpreting logarithmic and semilogarithmic graphs
•
interpreting and analysing population pyramid data.
11. Biomass Calc
10. Transect
9. Evidence of Fauna
8. Food chains
7. Adaptations
6. Herbivory of Leaves
5. Filed Sketch
4. Quadrats
3. Fieldwork Problems
2. Abitoic Features
Addressed in Study
1. Description
Students learn to analyse graphs and statistics by:
•
constructing a precise map from an aerial photograph or satellite image
•
using Geographic Information Systems (GIS) to examine spatial and ecological issues.
11. Biomass Calc
identifying spatial associations, interactions and change
10. Transect
•
9. Evidence of Fauna
calculating areas of land use as a ratio
8. Food chains
•
7. Adaptations
estimating the time of day at which a photograph was taken
6. Herbivory of Leaves
•
5. Filed Sketch
estimating the scale of aerial photographs and satellite images
4. Quadrats
•
3. Fieldwork Problems
orientating a photo to a map
2. Abitoic Features
•
Addressed in Study
1. Description
Students learn to interpret photographs by:
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Students learn to conduct fieldwork by:
•
formulating a geographical question or issue for study
•
identifying, collecting and recording geographical data from a variety of primary sources
•
constructing a log of events and activities, which records the development of a fieldwork activity
•
synthesising data and evaluating the fieldwork activity.
NOTE:
These skills and tools may be applied and assessed in any of the course topics. Examples of their application are provided in each of
the Preliminary and HSC topics.
Syllabus points addressed for the Stage 6 Geography Syllabus
8.2.1 Biophysical Interactions
Time Allocation: 54 indicative hours
The focus of this study is a geographical investigation of biophysical processes and how an understanding of these processes contributes to
sustainable management.
Outcomes
The student:
P1
P2
P3
P6
P7
P8
P9
P10
P12
differentiates between spatial and ecological dimensions in the study of geography
describes the interactions between the four components which define the biophysical environment
explains how a specific environment functions in terms of biophysical factors
identifies the vocational relevance of a geographical perspective
formulates a plan for active geographical inquiry
selects, organises and analyses relevant geographical information from a variety of sources
uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries
applies mathematical ideas and techniques to analyse geographical data
communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms.
Content
Students learn to:
use geographical skills and tools such as
•
constructing a transect to describe the variety and distribution of plants in a specific area
identify geographical methods applicable to, and useful in, the workplace such as
•
collecting and analysing field data
Students learn about:
the biophysical environment
•
•
the nature and functioning of the four components: the atmosphere, hydrosphere, lithosphere and biosphere in a specific biophysical
environment including:
– the variety and distribution of plants and animals and soil formation
the interactions between, and the human impacts on, the functioning of the atmosphere, hydrosphere, lithosphere and biosphere.
biophysical processes and issues
•
a case study investigating ONE issue in ONE of the biophysical components, to illustrate how an understanding of biophysical processes
contributes to sustainable management in the environment. The investigation will include:
– interactions with other components of the biophysical environment
– the sensitivity of the biophysical environment to change
– the importance of understanding key biophysical processes for effective management