BIOLOGY
Units 3 & 4
ATAR
2016 Year 12
Mrs Brown
In the beginning, God created the heavens
and the Earth … (Genesis 1:1)
Name:
COURSE GUIDE
Wk
Content
Text reference
Assessments
Term 1
1
2
DNA: STRUCTURE & REPLICATION
 Double helix structure:
 nucleotide bases
 phosphate group
 deoxyribose (sugar)
 Base pairing rules
 Eukaryotes vs. prokaryotes
 Plasmids – bacterial DNA
 DNA replication
 Enzymes involved
DNA: PROTEIN SYNTHESIS
 Function of DNA: coding for proteins
 Coding & non-coding genes
 Protein synthesis:
1. Transcription
2. Translation
3. RNA (types & roles: mRNA, tRNA)
4. Role of codons/anticodons
 Enzymes involved
 Structure of protiens
3
DNA: EPIGENETICS
 Factors affecting transcription of DNA
 Histone acetylation – turning genes on and off
 DNA methylation – gene silencing
 Twin studies
 Environmental factors
 Genomic imprinting – Angelman syndrome & PraderWilli syndrome
 Transgenerational epigenetic disorders – effect of
food supply on gene expression in grandchildren
4
DNA: MITOSIS & MEIOSIS
 Purpose of mitosis: growth, repair, maintenance
 Cell cycle and stages of mitosis:
 Interphase (DNA replication)
 Prophase, metaphase, anaphase, telophase
 Purpose of meiosis: formation of gametes
 Variation:
 Crossing over
 Independent assortment
 Random mating
 Non-disjunction (trisomy/monosomy)
 Differences between meiosis vs mitosis
 Diploid vs haploid
 Sex determination
5
DNA: INHERITANCE PATTERNS
 Genotype & phenotype
 Alleles
 Dominance & co-dominance
 Multiple alleles
 Monohybrid crosses
 Polygenic inheritance – eg. skin colour, height, weight
 Punnet squares
 ABO blood groups
 Pedigrees
 Autosomal predigrees
 Sex-linked pedigrees
Text book
Chapter 1
Study guide
Heredity: DNA
Text book
Chapter 2
Study guide
Investigation 1:
Gel electrophoresis
Heredity: Proteins
& protein synthesis
Text book
Chapter 2
Text book
Chapter 3
Study guide
Heredity:
Replication of
genetic material
Investigation 1 due:
Gel electrophoresis
 Worksheet
Text book
Chapter 4
Study guide
Heredity: Genes &
genotypes
Heredity: patterns
of inheritance
Revision (study guide)
Trial tests 1 & 2
Wk
Content
Text reference
Assessments
Term 1
6
DNA: SEQUENCING
 DNA profiling
 Short tandem repeats (STRs)
o Used to identify human individuals
o Used to determine genetic relatedness
 Polymerase chain reaction (PCR)
o Used to increase DNA sample size
o Used in gene cloning
 Gel electrophoresis
o Separates different sized DNA fragments
 Reliability depends on number of restriction
enzymes used
 Restriction enzymes cut DNA at a particular site
7
CAMP
8
DNA: RECOMBINANT DNA
 Removing DNA from one organism and transferring into
the DNA of another organism
 Involves
 Vectors – plasmid or viral
 Restriction enzymes
 Ligase enzymes
 Produces
 Transgenic organisms
 Applications
 Agriculture
o GMO crops using agrobacterium to insert DNA
into plants eg. insect resistant crops
o Vaccinations eg. bird flu, cattle tick
 Environmental conservation
o Genetic manipulation of vectors eg. mosquito
control
LIFE ON EARTH: THEORY OF EVOLUTION
Defining evolution
 The evolution and creation paradigms
 Common ancestry or common design?
 Geological timescale
9
Evidence for evolution
 Comparative studies
 Genomic & mitochondrial DNA (molecular
evidence)
 Anatomy: homologous structures eg. pentadactyl
limb in vertebrates shows adaptation of a common
basic form to different uses
 Embryology: similarity may indicate common
ancestry
 The fossil record
Text book
Chapter 5
Study guide
TOPIC TEST 1:
Heredity
Heredity: DNA
sequencing,
profiling &
technologies
Extended response 1:
Transgenic crops
Text book
Chapter 5
Study guide
Heredity: DNA
sequencing,
profiling &
technologies
Text book
Chapter 6
Study guide
Continuity of life:
Evolution &
evidence for
evolution
Ext. response 1 due:
Transgenic crops
 Research questions
 Validation test
Wk
Content
Text reference
Assessments
Term 1
10
LIFE ON EARTH: THE FOSSIL RECORD
 Fossil formation
 Factors affecting fossil formation:
o Type of organism – hard body parts vs. soft
body parts
o Soil pH, mineral content of soil
o Weathering & erosion
 Flood conditions or slowly over millions of years?
 Interpretation of the fossil record: problems &
limitations
 Incomplete fossils
 Not all organisms are represented
 Not all conditions produce fossils
 Fossils not discovered
 Dating methods
 Absolute dating
 Relative dating
 Index fossils
 Statigraphy
 Assumptions
Text book
Chapter 6
Study guide
Continuity of life:
Evolution &
evidence for
evolution
Term 2
1
LIFE ON EARTH: PHYLOGENETIC TREES
 Determining evolutionary relatedness:
 Use of biotechnology: polymerase chain reaction,
gel electrophoresis & gene sequencing
 Use of bioinformatics to show evolutionary
relationships
2
LIFE ON EARTH: POPULATION GENETICS
 Variation: alleles
 Genotypes and phenotypes
 Meiosis, mutations & epigenetics
 Gene pools
 Change in allele frequency over time due to:
o Selection pressures (natural or artificial)
o Mutations (favourable vs. unfavourable)
o Mating patterns (random vs. non-random)
o Genetic drift (small vs. large populations)
o Founder effect
o Migration patterns
o Barriers to gene flow
 Geographical eg. urbanisation, desertification
 Sociocultural (behavioural)
 Reproductive
3
LIFE ON EARTH: POPULATION GENETICS
 Populations become less diverse with inbreeding and
reduced population size, increasing the risk of
extinction
 Reduced genetic diversity can be caused by
population bottlenecks
 Rescuing endangered populations using very few
breeding pairs
 Zoo breeding programs
 Tasmanian devil
Text book
Chapter 7
Study guide
Continuity of life:
Mechanisms of
evolution
Text book
Chapter 7
Study guide
Continuity of life:
Mechanisms of
evolution
Practical 2:
Changing gene pools
Wk
Content
Text reference
Assessments
Term 2
4
LIFE ON EARTH: NATURAL & ARTIFICIAL SELECTION
Natural selection
 Selective advantage / disadvantage on specific
phenotypes
1. Struggle for survival
2. Individuals with favourable phenotype
outcompete those with unfavourable phenotype
3. Favoured individuals survive and reproduce
4. Desirable alleles passed onto offspring
5. Increase of favourable alleles in population
 Speciation
 Definition of species
 Steps to speciation
Artificial selection
 Selective breeding is the intentional reproduction of
individuals with desirable characteristics
 Australian sheep breeding
 Dog breeding
 Wheat and rice strains
5
Revision
6
SEMESTER ONE EXAMINATIONS (1½ weeks)
7
HOMEOSTASIS
 Stimulus & response model
 Negative feedback loops
 Components of the homeostasis model
 Stimulus, receptor, modulator, effector, response
and negative feedback
 Tolerance limits
 pH
 Temperature
 Water & salt
 Nitrogenous wastes
 Gases
8
HOMEOSTASIS: THERMOREGULATION
 Heat transfer mechanisms
 Radiation
 Convection
 Conduction
 Evaporation
 Thermoregulation mechanisms
 Structural – SA:V ratio
 Behavioural – burrowing, basking, nocturnal
 Physiological – hibernation, estivation, counter
current circulation
 Thermoregulation in endotherms
 Some endotherms have a wide tolerance range
eg. camels
 Thermoregulation in ectotherms
Text book
Chapter 7
Study guide
Continuity of life:
Artificial
selection,
speciation &
genetic diversity
Practical 2 due:
Changing gene pools
 Science report part A –
at home
 Science report part B –
in class
Revision (study guide)
Trial tests 3 & 4
TOPIC TEST 2:
Continuity of life
Text book
Chapters 8 & 9
Study guide
Homeostasis:
Homeostasis &
feedback loops
Homeostasis:
Adaptations that
help maintain
internal stability
Text book
Chapters 8 & 9
Study guide
Homeostasis:
Thermoregulation
in animals
Practical 2:
Exercise and
homeostasis
Wk
Content
Text reference
Assessments
Term 2
9
HOMEOSTASIS: NITROGENOUS WASTES
 Ammonia
 Highly toxic, water soluble – freshwater fish
 Urea
 Less toxic, water soluble – mammals, salt water
fish
 Kidneys adapted to minimise water loss
 Uric acid
 Non-toxic, insoluble – birds, reptiles
 Non-toxic to allow growth of embryo in egg as wastes
accumulate
Text book
Chapters 8 & 9
Study guide
Homeostasis:
Vertebrate
nitrogenous
wastes & animal
water & salt
regulation
Practical 2 due:
Exercise and
homeostasis
 Worksheet
 Validation test
HOMEOSTASIS: OSMOREGULATION


10

Water gain
 Eating & drinking
 Product of cellular respiration
Water loss
 Sweating – evaporation
 Faeces and urine
Factors affecting water gain and loss
 Availability of fresh water
 Structural characteristics – SA:V ratio, skin, fur,
feathers
Physiological characteristics – active transport of
salt eg. salt glands of marine birds
Freshwater fish vs. salt water fish
 Estuarine fish and salmon


Text book
Chapters 8 & 9
Study guide
Homeostasis:
Vertebrate
nitrogenous
wastes & animal
water & salt
regulation
Term 3
HOMEOSTASIS: XEROPHYTES & HALOPHYTES
1
 Adaptations to increase water gain and control water
loss
 Structural
o Stomata number and placing
o Sunken stomata
o Leaf size
 Physiological
o Control of opening / closing of stomata
o Effect these adaptations on gas exchange and
photosynthesis
 Factors affecting transpiration rates
 Wind
 Temperature
 Surface area
 Humidity
Text book
Chapters 8 & 9
Study guide
Homeostasis:
Vertebrate
nitrogenous
wastes & animal
water & salt
regulation
Investigation 2:
Effect of salinity
Wk
Content
Text reference
Assessments
Term 3
2
INFECTIOUS DISEASES: INTRODUCTION
 Pathogen – infectious disease – vector
 Modes of transmission
 Direct through the air – airborne droplets
 Direct or indirect contact with an infected
organism
 Materials carrying pathogens – soil, rusty nails
 Blood and body secretions – animals
 Fluids and products in plants – sap, fruit
 Contaminated food and water
 Groups of organisms that cause disease
 Bacteria
 Fungi
 Protists
 Viruses
 Living vs. non-living
 Prokaryotes vs eukaryotes
INFECTIOUS DISEASES: BACTERIA
 Examples
 Tuberculosis, tetanus, crown gall of plants
3





Life cycle
Method of invasion
Impact on host
 Symptoms of infection
Mode of transmission
Economic impact of these diseases eg. quarantine
Text book
Chapter 10
Study guide
Infectious
disease:
Infectious
disease &
pathogens
Text book
Chapter 10
Study guide
Infectious
disease:
Infectious
disease &
pathogens
Revision (study guide)
Trial tests 6 & 7
TOPIC TEST 3:
Homeostasis
Investigation 2 due:
Effect of salinity
 Science report part A –
at home
 Science report part B –
in class
INFECTIOUS DISEASES: FUNGI
 Examples
 Chytridiomycosis (amphibian chytrid fungus)





Life cycle
Method of invasion
Impact on host
 Symptoms of infection
Mode of transmission
Economic impact of these diseases
4
INFECTIOUS DISEASES: PROTISTS
 Examples
 Malaria, Phytophthora (jarrah dieback)





Life cycle
Method of invasion
Impact on host
 Symptoms of infection
Mode of transmission
Economic impact of these diseases
Text book
Chapter 10
Study guide
Inquiry skills &
human
endeavour 2:
Science inquiry 2
Ext. response 2:
Amphibian chytrid
fungus
Activity 1
Measuring growth rate of
bacterial/fungal colonies
in agar plates
Wk
Content
Text reference
Assessments
Term 3
INFECTIOUS DISEASES: VIRUSES
 Examples
 Influenza, Ross River virus, viral diseases of
honeybees, Australian bat lyssavirus (affects
horses)
5





6
Life cycle
Method of invasion
Impact on host
 Symptoms of infection
Mode of transmission
Economic impact of these diseases
 Control within Australia and globally eg.
quarantine
Text book
Chapter 10
Study guide
Inquiry skills &
human
endeavour 2:
Science as a
human
endeavour 2
PERFORMANCE NIGHT
INFECTIOUS DISEASES: SPREAD OF DISEASE

7
Factors affecting the spread of disease
1. Growth of pathogen
 Limited by food, temperature, pH, poisonous
wastes and oxygen supply
2. Population density of the host
 Population growth curves: stable environment
(S curve); unlimited resources (exponential
growth)
 Spread in cities and intensive agriculture vs.
low density, small populations
3. Mode of transmission
 Travel in infected areas related to soil
movement eg. phytophthora
Study guide
Infectious
disease: Spread
and transmission
of infectious
diseases
INFECTIOUS DISEASES: SPREAD OF DISEASE

Factors affecting the spread of disease
4. Regional and global movement patterns of host
organisms
 Increasing human movement, trade in live
animals and plants
INFECTIOUS DISEASES: MANAGEMENT
STRATEGIES

8
Controlling the spread of disease
1. Quarantine & restrictions
 International cooperation & communication
 Australian quarantine restrictions
o Movement restrictions within Australia for
specific purposes eg transport of horses
during a lyssavirus outbreak; movement of
fruit, flowers and honey interstate
2. Immunisation
 Herd (social) immunity
 Concern in WA over lower immunization rates
Study guide
Infectious
disease: Spread
and transmission
of infectious
diseases
Infectious
disease:
Evolution of
pathogens &
controlling the
spread of
infectious
diseases
Ext. response 1 due:
Amphibian chytrid
fungus
 Research questions
 Validation test
Wk
Content
Text reference
Assessments
Term 3
INFECTIOUS DISEASES: MANAGEMENT
STRATEGIES

9
10
Controlling the spread of disease
3. Disruption of pathogen life cycle
 Mandurah: spraying of mosquito larvicide
 Singapore: no stagnant water, dredging of
swamps
4. Medications
 Antibiotics & antivirals
5. Physical preventative measures
 Hygiene, Isolation, PPE eg. SARS
TOPIC TEST 4:
Infectious disease
Revision
HOLIDAYS – MOCK EXAMS
Term 4
1
Revision
2
Revision
3
Revision
Revision (study guide)
Trial tests 8 & 9
Foundation Christian College
Year 12 ATAR Biology 2016
Assessment Outline
Assessment
Type
Type
Weighting
Task
Weighting
Assessment Task
Due date
5
Changing gene pools & natural selection
T2 w4
5
The effect of salinity
T3 w3
5
Gel electrophoresis
T1 w4
5
Exercise and homeostasis
T2 w9
5
Transgenic crops
T1 w9
5
Amphibian chytrid fungus disease
T3 w7
5
TEST 1: Heredity
T1 w6
5
TEST 2: Continuity of life on Earth
T2 w5
5
TEST 3: Homeostasis
T3 w3
5
TEST 4: Infectious disease
T3 w10
20
Semester 1 Exam
T2 w6/7
30
Semester 2 Exam
T3 school
holidays
Practical
10
Investigation
Investigation
10
Extended
response
Tests
Exams
TOTAL
10
20
50
100%
100%
* All dates are subject to negotiation and variation in accordance with the classroom
teacher
Unit 3 – Continuity of species
Heredity is an important biological principle as it explains why offspring (cells or organisms)
resemble their parent cell or organism. Organisms require cellular division and differentiation for
growth, development, repair and sexual reproduction. In this unit, students investigate the
biochemical and cellular systems and processes involved in the transmission of genetic material to
the next generation of cells and to offspring. They consider different patterns of inheritance by
analysing the possible genotypes and phenotypes of offspring. Students link their observations to
explanatory models that describe patterns of inheritance and explore how the use of predictive
models of inheritance enables decision making.
Students investigate the genetic basis for the theory of evolution by natural selection through
constructing, using and evaluating explanatory and predictive models for gene pool diversity of
populations. They explore genetic variation in gene pools, selection pressures and isolation effects
in order to explain speciation and extinction events and to make predictions about future changes
to populations. Through the investigation of appropriate contexts, students explore the ways in
which models and theories related to heredity and population genetics, and associated
technologies, have developed over time. They investigate the ways in which science contributes to
contemporary debate about local, regional and international issues, including evaluation of risk
and action for sustainability, and recognise the limitations of science to provide definitive answers
in different contexts.
Students use science inquiry skills to design and conduct investigations into how different factors
affect cellular processes and gene pools; they construct and use models to analyse the data
gathered; and they continue to develop their skills in constructing plausible predictions and valid,
reliable conclusions.
Unit 4 – Surviving in a changing environment
In order to survive, organisms must be able to maintain system structure and function in the face
of changes in their external and internal environments. Changes in temperature and water
availability, and the incidence and spread of infectious disease, present significant challenges for
organisms and require coordinated system responses. In this unit, students investigate how
homeostatic response systems control organisms’ responses to environmental change – internal
and external – in order to survive in a variety of environments, as long as the conditions are within
their tolerance limits. Students study changes in the global distribution of vector‐borne infectious
diseases. They consider the factors that contribute to the spread of infectious disease and how
outbreaks of infectious disease can be predicted, monitored and contained.
Through the investigation of appropriate contexts, students explore the ways in which models and
theories of organisms’ and populations’ responses to environmental change have developed over
time. They investigate the ways in which science contributes to contemporary debate about local,
regional and international issues, including evaluation of risk and action for sustainability, and
recognise the limitations of science to provide definitive answers in different contexts.
Students use science inquiry skills to investigate a range of responses by plants and animals to
changes in their environments; they construct and use appropriate representations to analyse the
data gathered; and they continue to develop their skills in constructing plausible predictions and
valid conclusions.
How do I achieve to the best of my ability?
This year is designed to prepare you for further study and to equip you with the skills needed when you
leave school. You may find that the material is presented at a faster pace and there is more
responsibility on your part to keep up by regularly studying at home. Many students in the past have said
that they wished they had studied harder from the beginning of the year. In particular, Biology is a
technical subject and has a large and complex vocabulary, which must be mastered bit by bit. So to help
you, here are some suggestions:
 Get organised. Have a master at home file for filing your notes and worksheets, set up topic by
topic. After each topic put your notes into the master file and keep the topics separated by
dividers.
 A definitions book is helpful. An exercise book works well. Where possible try to write the
meanings in your own words. Make sure you understand everything you write in this book. Use
the summary at the end of each chapter and the glossary at the end of the textbook to help you
to compile your book.
 Study time. Although you will not have a lot of homework and assignments, you are expected to
spend 3 hours a week on Biology. This time of study and revision is essential if you are to keep
up with all of the information presented to you.
Suggested things to do during this time:
 Read over the work covered in class that day – your notes and text book.
 Write new words and definitions into your definitions book.
 Write down anything you don’t understand and be sure to ask the following lesson.
 Review the work to date on the topic (look back a few lessons), trying to link concepts and
information together.
 Test yourself on the work to date. Use your revision book.
 Class time. Make the most of class time – it is much harder to catch up if you waste this time.
You can make good use of class time by:
 Paying attention.
 Getting involved in class: answering and asking questions, listening to other student’s
answers, asking for help.
 Working quickly and quietly during practical sessions. Keep accurate records of your
results, regardless of whether it is for assessment or not.
 Bringing your textbook to class. You can underline key concepts and write questions in
the margin.
 Assignments. Start early and have your work totally ready to hand in on time (i.e. name on it,
stapled, etc) well before coming to school on the due date.
 Exams. Go over your notes and textbook. Do not over study the areas you find easy and ignore
the harder areas. Aim for a good working knowledge in all areas. Practice writing extended
answers – they need careful planning and a logical order. Don’t write the topic out – just begin
with a short topic sentence. End with a brief conclusion. Keep your sentences short – one
sentence – one fact. Answer the question in the order it was asked – it is acceptable to partition
your answer if the question was partitioned, to use dot points, well labelled and informed
diagrams, tables (esp. for comparisons), etc.
http://writing.colostate.edu/index.cfm AND http://www.lc.unsw.edu.au/onlib/exkey.html Date Visited: 16 December 2009
Answering Exam Questions
Comment on
To discuss, criticise, or explain the meaning as completely as possible
Compare
To show the similarities between two or more objects, theories, events,
concepts, applications or explanations.
Contrast
To compare by showing the differences between two or more objects,
theories, events, concepts, applications or explanations.
Define
To give the formal meaning by distinguishing it from related terms. Include
elaborations and examples where applicable.
Describe
To write a detailed account or verbal picture in a logical sequence or story
form; noting physical and sometimes chronological details (eg. describe the
trends in a graph)
Discuss
To present arguments for and against a point of view and reach a
conclusion. The arguments must be supported with appropriate evidence.
Evaluate
Requires a judgment about which theory, application, approach etc. is
superior and why. To give an opinion, supported by some expert opinions, of
the truth or importance of a concept. Show the advantages and
disadvantages.
Explain
Requires an analysis of cause-and-effect or explanation of the reasoning
process – answers ‘why’. Explore the rest of the question to see if there is
an additional focus or link to other ideas, objects or theories.
Illustrate
To explain or make clear by concrete examples, comparisons and/or
analogies.
List
To produce a list of words, sentences or comments. Can be in dot point form.
Outline
To give a general summary. It should contain a series of main ideas
supported by secondary facts. Show the organisation of the idea.
Name
Eg: Name the process – photosynthesis, respiration, transpiration etc.
Relate
To show the connection between things, telling how one causes or is like
another.
State
To describe the main points in precise terms. Use brief, clear sentences.
Omit details or examples.
Summarise
To give a brief, condensed account of the main ideas.
Chicago Style referencing for reports
Murdoch University. Library. 2001. How to Cite References. http://www.murdoch.edu.au/library/find/citation/
(accessed October 27, 2009).
CITATION WITHIN THE TEXT
There are two options for in text references. Firstly, the reference can be placed at the end of the sentence wholly in
parentheses. Alternatively, the author's name may be integrated into the text, and just the date and additional information
placed within the brackets. See examples of both of these options in the next section below.
There are four common methods of referring to a source document in the text of an essay, thesis or assignment. These
methods are:
1. Quoting
Quotations must be identical to the original, including punctuation, using a small section of the source. They
must match the source document word for word, be enclosed within quotation marks, and must be attributed
to the original author with an in text citation. When directly quoting from another source, ensure that the
relevant page number(s) are given.
Short quotes
Larsen (1991, 245) stated that "many of the facts in this case are incorrect".
Longer quotes
In general, avoid using too many long quotes and remember to introduce or integrate quotations
smoothly into the rest of your assignment.
2. Paraphrasing
Paraphrasing involves putting a passage from the source material into your own words. A paraphrase must
also be attributed to the original source with an in text citation. When paraphrasing, keep the meaning the
same but do not use the original wording. The purpose of paraphrasing is that it flows better with your own
writing. You generally need to change both the sentence structure and the expression, using synonyms or
alternative expressions. Paraphrased material may be as long (or even longer) than the original source
material. However, it is often shorter than the original passage, taking a larger section of the source and
condensing it slightly. When paraphrasing, you must also include the page number(s) which relate to portion
of the text that you have used.
Original - "Named for James Brady, the White House press secretary who was shot and wounded by
John Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the
Brady Bill establishes a national waiting period and background check for the purchase of a handgun"
(Bender 1995, 137).
Paraphrase - Bender (1995) explains that the introduction of a waiting period and a background check
for people buying handguns in the US, is due to the Brady Bill. The bill was named after White House
aide James Brady, who was wounded during an assassination attempt on President Reagan (137).
3. Summarising
Summarising is condensing longer text to a much briefer version. It involves putting the main idea(s) into your
own words, including only the main point(s). Once again, it is necessary to attribute summarised ideas to the
original source with an in text citation. Summaries are significantly shorter than the original and take a broad
overview of the source material. Page numbers should be given when summarising.
THE BIBLIOGRAPHY
PAY ATTENTION TO THE USE OF PUNCTUATION MARKS
All documents cited in your assignment are listed in a single alphabetical list at the end of the assignment. The list is
arranged by the author's family name or title if no author is present. The authors' names are given as they appear on
the publication you have used. Capitalisation practice also should be consistent. Titles are given maximal capitalisation.
All words other than prepositions, conjunctions, and definite and indefinite articles (a, an, the) are capitalised. Journal
and book titles are italicised or if handwritten underlined.
If any information is missing from the source (make sure you check thoroughly) then just use the information that is
available.
PRINT DOCUMENTS
Books
Author, A., and B. Author, eds. Year. Title: Subtitle. Edition. Place of publication: Name of Publisher .
Single author
Adam-Smith, Patsy. 1978. The ANZACS. Melbourne: Thomas Nelson.
Two authors or editors
Butler, J. Douglas, and David F. Walbert, eds. 1986. Abortion, Medicine and the Law. New York: Facts on File
Publications.
Three or more authors or editors
Millon, Theodore, Roger Davis, Carrie Millon, Luis Escovar, and Sarah Meagher. 2000. Personality Disorders in Modern
Life. New York: Wiley.
Two or more books by the same author published in the same year
Gilbert, Sandra M. 1972a. Acts of Attention: The Poems of D. H. Lawrence. Ithaca: Cornell University Press.
AND
Gilbert, Sandra M. 1972b. Emily's Bread: Poems. New York: Norton.
Organisation
Ansett Transport Industries Ltd. 1984. Annual Report 1983-84. Melbourne: ATI.
Government publication
Australian Bureau of Statistics. 1985. Projections of the Population of Australia, States and Territories, 1984 to 2021,
Cat. no. 3222.0. Canberra: ABS.
Government Departments
Australia. Department of Aboriginal Affairs. 1989. Programs in Action for Aboriginal and Torres Strait Islander People:
Achievements. Canberra: AGPS.
Western Australia. Environmental Protection Authority. 1998. Industrial Infrastructure and Harbour Development,
Jervoise Bay. Bulletin 908. Perth: EPA.
Multivolume work Russell, Bertrand. 1967. The Autobiography of Bertrand Russell. 3 vols. London: Allen & Unwin.
Entry in an encyclopaedia/dictionary
When referring to a well-known alphabetically arranged work such as an encyclopaedia or dictionary, the citation should
be incorporated into the text.
Example: "In his article on multiculturalism in the 2003 edition of The Oxford Companion to Australian History, John
Lack ...."
These items are not then listed in a bibliography or reference list (Chicago Manual of Style, sec. 17.238).
Parts of a book
Author of Part, A. Year. Title of chapter or part. In Title: Subtitle of Book, Edition, ed. A. Editor and B. Editor,
inclusive page numbers. Place of publication: Publisher.
Journal articles
Article Author, A., and B. Article Author. Year. Title of article. Title of Journal volume number (issue number):
inclusive page numbers.
INTERNET DOCUMENTS
Cite documents published on the internet according to the specific guidelines for the type of document. Books, plays,
government reports and company annual reports are examples of documents that may be published on the Internet.
Please note: If no author or editor is given, the title will precede the year of publication.
Author, A. Year. Title: Subtitle. Edition. Source or supplier information. Web address (accessed date).
Whole Internet site
Australia. Commonwealth Bureau of Meteorology. 2001. Climate Information. http://www.bom.gov.au/climate
(accessed July 14, 2001).
Electronic document, no author
How to Cite References. 1996. Murdoch: Murdoch University Library.
http://wwwlib.murdoChapteredu.au/libinfo/gdes/refgdes/cite/cite.html (accessed July 14, 1998).
Government publication (Australian Bureau of Statistics Bulletin)
Australian Bureau of Statistics. 1999. Australian Farming in Brief. Bulletin, Cat. no. 7106.0, AusStats.
http://www.abs.gov.au/ausstats (accessed July 6, 2001).
Government publication (Government Department)
Western Australia. Department of Environmental Protection. 1998. Environment Western Australia 1998 : State of the
Environment Report 1998. http://www.environ.wa.gov.au/publications/report.asp?id=7&catid=25&pubid=1064
(accessed February 28, 2000).
OTHER FORMATS
Television Programme
Masters, Chris. 2006. Big Fish, Little Fish. Four Corners. television program. Sydney: ABC Television, March 27.
DVD
Bowling for Columbine. 2003. DVD. Written and directed by Michael Moore. Melbourne: AV Channel.
Video Recording
Attenborough, David. 1990. Life on Earth: A Natural History. video recording. Produced by Richard Brock and John
Sparks. US: Warner Home Video.
Radio Programme
Browning, Daniel. 2006. Black Soccer Heroes. Message Stick. radio program. Guest speaker Dr. John Maynard.
Sydney: ABC Radio, June 9.
ABBREVIATIONS
Standard abbreviations may be used in your citations. A list of appropriate abbreviations can be found in Chicago
Manual of Style (2003), p. 571-577. Some of the more often used examples are listed here.
app.
art.
chap.
div.
ed.
eds.
appendix
article
chapter
division
editor, edited by, edition
editors
et al.
n.d.
no. nos.
n.p.
p. pp.
par.
and others (Latin et al)
no date
number(s)
no place
page(s)
paragraph
pt.
rev.
sec.
ser.
suppl.
vol.
part
revised
section
series
supplement
volume