Biological Sciences
Scope and sequence
For teaching and examination in 2013
2009/12632[v4]
Biological Sciences: Scope and sequence
For teaching and examination in 2013
1
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2
Biological Sciences: Scope and sequence
For teaching and examination in 2013
Biological Sciences—Scope and sequence of content
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Ecosystems are dynamic and
respond to variations to
maintain balance. Human
use and activity alters the
productivity and stability of
the ecosystem.
Ecosystem resilience relies
on maintaining biodiversity in
order to be sustainable and
productive. Conservation
strategies are developed to
address environmental
challenges—natural or
human induced.
Ecosystems: biodiversity and sustainability
There is a huge diversity of
organisms and each has a
particular place in its
environment. Organisms
can be classified using
similarities and differences
in their features.

diversity of life and
reasons for diversity
including classification
of organisms

structural
characteristics used
by biologists to
classify organisms

the flow of energy
through food chains

the word equations
and the roles of
photosynthesis and
respiration

the role of organisms,
including producers
and consumers and
decomposers, in a
food chain

relationships between
organisms including
predator—prey,
symbiosis and
parasitic.
Ecosystems differ in abiotic
and biotic factors which
cause changes in the flow
of energy and materials.
Interdependence affects
the survival of organisms.

major ecosystems
(biomes) of the world

the flow and transfer
of energy through an
ecosystem

loss of energy
throughout the food
chain

the cycling of matter
through an ecosystem

the role and
significance of water
in the biosphere

the transfer of matter
and energy through
food webs and
pyramids

abiotic and biotic
factors within an
ecosystem

the interdependence
of organisms in food
webs including the
effects of an increase
or decrease in the
numbers of one type
of organism on other
organisms in the food
web

the interactions
between organisms
including competition,
predation, parasitism
and symbiosis

the influence of
human activities on
food webs.
Organisms are classified
according to their features
and roles in the ecosystem.
Ecosystems are made up of
populations of different
organisms that interrelate.
Cycling of matter varies
between ecosystems and is
influenced by abiotic and
biotic factors in their
ecosystem.
Classification

biological classification
as a hierarchical system
of grouping organisms

the main classification
groups used in biology:
kingdom, phylum, class,
order, family, genus,
species

different criteria are
used at each level of
classification

binomial nomenclature
and the use of
taxonomic keys.
Communities

relationships between
biosphere, ecosystem,
community and
population

role of organisms
including autotrophs,
heterotrophs and
decomposers in the
ecosystem

energy flow and
dissipation in food
chains, webs and
pyramids.
Population size, density,
distribution and growth are
affected by the features of
the ecosystem. Human
activities impact both
negatively and positively on
population dynamics and
viability.
Population dynamics

relationships between
organisms in
communities and their
impact on population
size and distribution
including competition,
predator/prey,
mutualism,
collaboration, parasitism
and commensalism and
disease

regulation of population
by density dependent
and density
independent factors
including natural
disasters, disease,
availability of resources,
predator control, pest
species and human
activities

carrying capacity of an
ecosystem

impact of population
change on ecosystems

the influence of
population dynamics
including birth, death
and migration rates on:
 population size
 density
 composition
 distribution

population calculations
using birth, death and
migration rates.
Biological Sciences: Scope and sequence
For teaching and examination in 2013
Biodiversity

biodiversity in terms of
genetic, species and
ecosystem.
Ecosystems

natural, agricultural and
urban ecosystems
 input and outputs
 amount of recycling
 stability
 productivity
 energy flow.
Environmental issues and
human impact

causes and biological
consequences of
changes to natural,
agricultural and urban
ecosystems that result
from human activity
 eutrophication
 dryland salinity
 harvesting of
natural resources
 climate change
 fire
 biomagnification.
Conservation

rationale for the
effective conservation of
biodiversity within
natural ecosystems

conservation projects
and strategies for
maintaining biodiversity
and the prevention of
extinction including:
 genetic strategies
including gene/seed
banks, captive
breeding programs,
DNA profiling and
development of
new strains
 environmental
strategies including
biological control,
revegetation,
introduced species
and pest control

management strategies
including national parks,
protected zones,
licences and open
seasons.
3
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
Ecosystems: biodiversity and sustainability
Cycling of matter

matter cycles through
abiotic and biotic
components of the
ecosystem
 the carbon cycle.
Productivity in
communities

comparison of biomass
in different trophic levels

comparisons of
productivity between
communities.
4
Biological Sciences: Scope and sequence
For teaching and examination in 2013
UNIT 3A
UNIT 3B
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
The functioning organism
Differences between
organisms at the cellular
level relate to the features
of organisms with
particular lifestyles and
living in particular habitats.

adaptations of plants
and animals
including:
 structural
 behavioural
 physiological

cells as the basic
units of living
organisms

structures and
functions of
organelles including:
 chloroplasts
 nucleus
 plasma membranes
 cytoplasm
 cell wall

structural and
functional differences
between cells in
plants, animals and
protists

comparison of
different tissues,
organs or systems
from selected
organisms.
Plants and animals are
specialised in different
ways to solve similar life
problems, including
acquiring energy and
nutrients, support and
protection.

requirements of living
organisms: energy,
oxygen, water,
nutrients, removal of
wastes and
reproduction

structures and
systems of organisms
including microorganisms, plants and
animals that enable
them to acquire
energy and nutrients

structures and
systems of organisms
including microorganisms, plants and
animals that provide
support for the body
and offer protection
from the environment
and predators.
Living organisms require inputs and produce
outputs that need to be exchanged with the
environment. Energy requirements of
organisms are reflected in their lifestyle, energy
source and cellular contents. Adaptations for
solving the problems of survival in a particular
habitat are reflected at the cellular and organsystem level.
Requirements of living organisms

requirements of living organisms
 energy
 gases
 water
 nutrients
 removal of wastes

energy flow in organisms: roles of
 photosynthesis
 respiration
(word equations, no details of pathways
required)

the nature and role of
 carbohydrates
 lipids and
 proteins in living organisms.
Cellular structures and functions

structures and functions of cytoplasm and
listed organelles
 nucleus
 mitochondria
 chloroplasts
 plasma membrane
 cell wall
 vacuoles

compare eukaryotic and prokaryotic cells

compare plant and animal cells.
Exchange of materials

exchange of substances between the
organism and its environment
 diffusion
 osmosis

factors affecting the rate of exchange of
materials
 surface area to volume ratio
 concentration gradient.
Biological Sciences: Scope and sequence
For teaching and examination in 2013
Control of cellular processes is necessary for the
survival of the organism. Control is affected by
environmental conditions and cellular contents and
requirements. Organisms use homeostatic
mechanisms to control metabolic activity in order to
survive in changing environments.
Photosynthesis

light dependent and light independent
reactions in terms of the sites at which they
occur, requirements and products

factors affecting the rate of photosynthesis.
Respiration

anaerobic and aerobic respiration in terms of
sites at which they occur, requirements and
products of plants and animals

factors affecting the rate of cellular respiration.
Surface area to volume ratio

cellular and organism level.
Energy transfer

importance of ATP and ADP cycles for cell
functioning.
Control of cellular activities

transport of materials across the cell
membrane
 active transport including carrier
molecules, endocytosis and exocytosis
 passive transport including diffusion,
osmosis and facilitated diffusion

model for the structure and function of the cell
membrane

enzyme action: lock and key, induced fit,
activation energy changes

enzymes as specific catalysts

effect of temperature and pH on enzyme
action

importance of enzymes in biological
processes, including the control of
biochemical pathways.
5
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
UNIT 3A
The functioning organism
Adaptations
Adaptations may be structural, physiological
or behavioural. Plants and animals have
adaptations to survive in terrestrial and
aquatic habitats. Use local examples, where
possible, to examine adaptations for:

transport
 the transport of materials in plants
 the transport of materials in animals
including open and closed systems

gas exchange
 gas exchange surfaces and the
diffusion of oxygen and carbon
dioxide
 significance of surface area to volume
ratio

acquiring nutrients
 acquisition of nutrients by animals
including carnivores, herbivores,
omnivores, detritivores, parasites
 acquisition of nutrients by plants, fungi
and bacteria including photosynthetic,
chemosynthetic, saprophytic,
parasitic, insectivorous.
Homeostasis

the principles of homeostasis and negative
feedback

need for maintenance within limits of an
organism’s internal environment for:
 carbon dioxide
 oxygen
 wastes
 temperature
 salts
 water.
Homeostasis in animals

factors affecting water balance
 water inputs
 water loss

nitrogenous wastes from different vertebrate
groups in relation to water availability

factors affecting salt balance

temperature regulation
 endothermy/ectothermy
 heat transfer
o conduction
o convection
o radiation
o evaporation
 adaptations for controlling heat transfer
o structural
o behavioural
o physiological.
Water balance and temperature regulation in
vascular plants

water balance
 water absorption
 transpiration and stomata

temperature regulation

adaptations.
6
Biological Sciences: Scope and sequence
For teaching and examination in 2013
UNIT 3B
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Continuity of species
Organisms need to grow
and reproduce for the
species to survive.

working definition of a
species

variation within and
between species

life cycles of
organisms

physical features that
enable the survival of
organisms.
Living things use a variety
of ways to reproduce and
support their offspring.
Humans have ways of
controlling reproduction of
organisms for a range of
purposes.

the role of cell
division in
reproduction and
growth

sexual and asexual
methods of
reproduction in plants
and animals

reproductive
structures in plants
and animals

specialised
reproductive cells
(gametes) pollen,
sperm and ova

mechanisms of
fertilisation in plants
and animals

use of family trees for
breeding experiments

practical applications
of biotechnology
including the
manipulation and
control of
reproduction in
microorganisms
plants and animals.
Reproductive processes influence the success
of populations in providing genetically diverse
individuals to survive in various environmental
conditions.
Cell division—mitosis

the cell cycle

role of mitosis in growth, repair and
asexual reproduction.
Types of reproduction

asexual reproduction

sexual reproduction in flowering plants
including structures involved in pollination
and fertilisation

sexual reproduction in animals including an
example of
 an aquatic and
 a terrestrial animal

compare advantages and disadvantages of
sexual and asexual reproduction for
survival of species in stable and in
changing environments.
Strategies for maintaining species

strategies for the survival of offspring
including seed dispersal, parental care,
number of offspring

variations in life cycles including insects,
amphibians, flowering plants, Australian
mammals and parasites.
Cell division—meiosis

processes of meiosis for gamete
production (names of stages not required)

roles of meiosis and fertilisation in the
change of chromosome number
(haploid/diploid) in a life cycle.
DNA is a self-replicating and informationcarrying molecule. The manipulation of DNA
has lead to a range of applications of
biotechnology, particularly in agriculture and
environmental conservation. Individuals within a
species show variety in a range of
characteristics. Change in a species, over time,
is due to the selection of inheritable
characteristics best suited to the environment.
DNA

replication of DNA

protein synthesis.
Recombinant DNA technology
Technological advancements in DNA
technology are rapidly occurring. The following
techniques and processes provide important
steps in this evolving area.

techniques
 restriction enzymes
 ligation
 gel electrophoresis
 polymerase chain reaction (PCR)
 DNA microarrays (chips)

processes
 gene cloning
 transgenic organisms
 DNA profiling.
Applications of DNA technologies

recombinant DNA technology and DNA
identification technology in
 agriculture
 environmental conservation.
Variation

significance of meiosis

sources of variation including
 mutations
 the independent assortment of
chromosomes
 crossing over during meiosis
 random mating.
Isolation

barriers to gene flow.
Biological Sciences: Scope and sequence
For teaching and examination in 2013
7
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Continuity of species
Principles of genetics

structure and function of
 DNA
 genes and
 chromosomes

the prediction of the frequencies of
genotypes and phenotypes of offspring
from monohybrid crosses for
 autosomal
 X linked conditions (as an example of
sex linkage)
 test crosses

interpretation of pedigree charts for
 patterns of inheritance
 probabilities.
Influence of the environment

effect of external environment on gene
expression

determination of sex by chromosomes or
the environment.
8
Biological Sciences: Scope and sequence
For teaching and examination in 2013
Selection

process of natural selection leading to
change in characteristics of a population

selective pressures leading to change or
extinction

practical application of artificial selection.
Speciation/evolution

inheritance
 relationships between DNA, alleles,
genes and chromosomes
 concept of dominance including
heterozygous and homozygous,
dominant and recessive

gene pools

changes in allele frequency due to:
 natural selection
 sexual selection
 genetic drift.
Evidence for evolution

evolutionary relationships between groups
using physiological, molecular and
evidence in phylogenetic trees

evidence for evolution including:
 fossils
 comparative anatomy
 embryology of vertebrates
 comparative biochemistry and
genetics.
UNIT 1A
UNIT 1B
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Working as a biologist
Planning and
conducting
ethical
biological
research






Evaluating and
communicating
as a biologist


plan and conduct
experiments safely
observation, inference
and hypothesis
collect reliable data
and make valid
conclusions
work safely and
responsibly in the field
and the laboratory
identify specimens
using classification
keys
use biological
equipment, including
the monocular
microscope, to
investigate cell
structure or microorganisms.

contribution of
biological research to
knowledge and
decision-making
processes about the
world
communication of
results in oral and
written form within a
report structure, from
the scientific
investigation of a local
environment.



safely conduct an
investigation
collecting data
use an array of
measuring skills
appropriate to biology
including measuring
temperature, mass,
time, volume and pH
make inferences from
collected data based
on experimental
design and a given
hypothesis.








communication of
research to provide
evidence and data for
making decisions
about biological
issues
investigation report
using diagrams,
tables and other
means (including
URLs) of presenting
the data and including
a reference list
consideration of
issues raised by the
research done and
products developed
through genetic
manipulation.








formulate hypotheses
and make predictions
from them
identify the variables in
a controlled experiment
plan and carry out an
investigation
use of microscopy
techniques, including
preparation of wet
mount slides
calculation of
magnification and field
of view of a microscope
estimation of the size of
cells (micrometres).

classify, collate and
display data
interpret and construct
visual representations
of phenomena and
relationships including
diagrams, graphs, flow
charts and physical
models
analyse data and draw
conclusions
evaluate the reliability
and validity of
investigative
procedures and the
conclusions drawn
from investigations
prepare written and
oral reports
use of taxonomic keys
to classify organisms
use standard scientific
techniques and
appropriate SI units
use appropriate media
to communicate
findings.












formulate hypotheses
and make predictions
from them
identify the variables in
a controlled experiment
plan and carry out an
investigation
use of biological field
techniques including
animal trapping and
tracking, capturerecapture, transects,
quadrats
use of ethical practices
in the handling of
animals
use of computer
technology or other
tools to model
population dynamics.

classify, collate and
display data
interpret and construct
visual representations
of phenomena and
relationships (diagrams,
graphs, flow charts,
physical models)
analyse data and draw
conclusions
evaluate the reliability
and validity of
investigative
procedures and the
conclusions drawn from
investigations
prepare written and oral
reports
use standard scientific
techniques and
appropriate SI units
use appropriate media
to communicate
findings.

Biological Sciences: Scope and sequence
For teaching and examination in 2013









formulate hypotheses
and make predictions
from them
identify the variables in
a controlled experiment
use of biological field
techniques including
animal trapping and
tracking, transects and
quadrats
use of ethical practices
in the handling of
animals.

classify, collate and
display data
interpret and construct
visual representations
of phenomena and
relationships (diagrams,
graphs, flow charts,
physical models)
analyse data and draw
conclusions
evaluate the reliability
and validity of
investigative
procedures and the
conclusions drawn from
investigations
use standard scientific
techniques and
appropriate SI units
analyse current
biological issues using
scientifically informed
sources
use appropriate media
to communicate
findings.









formulate hypotheses
and make predictions
from them
identify the variables in
a controlled experiment
use of laboratory
techniques including gel
electrophoresis.
classify, collate and
display data
interpret and construct
visual representations
of phenomena and
relationships (diagrams,
graphs, flow charts,
physical models)
analyse data and draw
conclusions
evaluate the reliability
and validity of
investigative
procedures and the
conclusions drawn from
investigations
use standard scientific
techniques and
appropriate SI units
analysis of current
biological issues using
scientifically informed
sources
use appropriate media
to communicate
findings.
9