Unit outline  Human Biological Science Unit 3B
Assessment type
Extended response 6%
8
Evolutionary trends
The practice of
human biology
Human form
and function
Human diversity and change
Students are introduced to the classification system showing the link between primates and
hominins.
Research activity: students will use a phylogenetic tree diagram to show relationship between
primates and hominins.
Click and reveal activity: students will discover general characteristics of primates.
Students explore the primate evolutionary trends which include the relative size of cerebral
cortex, olfactory/optical shift, gestation time and parental care, mobility of the digits, teeth
shape and dental arrangements.
Practical activity: students investigate the specialised structure of the primate hand.
Worksheet: comparison of Homininae features.
Students are introduced to hominin evolutionary trends including bipedalism—feet adaptations,
hip and knee joints, relative size of cerebral cortex, prognathism and dentition, spine and pelvis
shape.
Worksheet activity: students work through sections including a hip and knee joint comparison,
a graphing exercise of hominin brain size analysis, a comparison of prognathism and dentition
and a spine and pelvis shape activity.
A comparison activity: students will link features with a description and a possible explanation
of how hominins have evolved. The main focus will be on the effects of environment on early
hominin evolution and the significant cultural advances changing the importance of the
environment in human evolution.
Worksheet summary of cultural advances.
© WestOne Services 2010
Notional
hours
SCIENCE 1437
Task
Part A:
Students
prepare a
detailed
response to the
approximate
age of a fossil
site based on
artefacts
discovered.
Part B:
Students
prepare a
detailed
response to
question linked
to the
importance of
informed
debate on
human origins.
Page 1 of 10
Unit outline Human Biological Science Unit 3B
Nervous control
The practice of
human biology
Human form and function
Students will be introduced to the afferent and efferent divisions of the nervous
system. This will involve them in understanding the structure of motor, sensory and
inter-neurons.
Investigation activity that requires the students to locate the structures and functions
of 3 types of neurons.
This activity will reinforce the learning from the previous investigation where the
students are required to work through a ‘click and reveal’ activity of structures of the
neuron.
This activity will assist students in their summarising of neuron structures by placing
labels on diagrams.
Students will explore the central nervous system and its main structures including the
brain (cerebrum, cerebellum, meninges, medulla oblongata, hypothalamus).
Worksheet activity: students use the textbook to complete summaries and answer
questions about components of the brain.
Students learn about the spinal cord.
This interactive activity requires the students to label the vertebral column.
This multiple choice activity on function of the spinal cord will test the students’
knowledge of the spinal cord.
Students are introduced to the reflex arc – its components and function.
Students explore how neurons work together using the reflex arc as an example.
A ‘click and reveal’ activity that explores the components of a reflex arc.
An interactive activity that uses the pain reflex as an example and allows students to
test their knowledge.
This is a practical exercise where students explore their own papillary, blinking and
knee reflexes.
Interactive exercise: students research components of different reflexes then tick
boxes to summarise features.
Students are introduced to the transmission of nerve impulses.
© WestOne Services 2010
SCIENCE 1437
Assessment type
Notional hours
Extended response 6%
9
Human diversity
and change
Task
Part A:
Students to
answer questions
on Alzheimer’s and
Parkinson’s
disease.
Part B:
Students to
answer questions
on the
transmission of a
nerve impulse.
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Unit outline Human Biological Science Unit 3B
Nervous control
The practice of
human biology
Assessment type
Notional hours
Extended response 6%
9
Human form and function
Human diversity
and change
Task
They will view a web-based animation that explores how a nerve impulse is transmitted
via an action potential.
A worksheet activity summarising the steps involved in an action potential.
Students learn about the transmission of an impulse from one neuron to another via a
synapse.
A question and answer activity assists students in reinforcing their knowledge of
synapses.
Students learn about the innervation of muscular contraction.
Students complete a gap-fill activity to summarize information about how muscles are
controlled through nerve connections. (They can use references to assist them.)
Students explore the control of movement and balance. They will focus on areas and
types of motor control of the body in the cerebrum and cerebellum.
A ‘click and reveal’ activity to identify parts of the brain that are responsible for
movement and balance.
Students will learn about Alzheimer's disease and Parkinson's disease and the
treatments available.
This activity requires the students accessing the ‘Virtual Medical Centre’ website to
assist them in an investigation of the causes of Alzheimer’s and Parkinson’s Disease.
Students will watch videos of patients explaining the disease progress then use this as
the basis for assessment task.
© WestOne Services 2010
SCIENCE 1437
Page 3 of 10
Unit outline  Human Biological Science Unit 3B
Assessment type
Notional hours
Investigation 5%
10
Musculo-skeletal support
The practice of
human biology
Human form and function
The muscular system
Human diversity
and change
Task
Part A:
Students explore the structure and function of muscles. In this section, it involves
them learning about the macroscopic structural details of muscle, including the
types, locations and resulting movements.
This activity involves students firstly reading through information on the different
types of muscle and then viewing images of the 3 types. They then locate these on a
diagram of the body.
This is a practical activity that investigates the effect of fatigue and temperature on
muscle action. Students will test their own muscles and draw conclusions based on
their results.
Investigate the
effect of fatigue
and temperature
on muscle activity.
Part B:
Questions on
muscle structure
and function.
Students will learn about the microscopic structure and function of muscles including
myofibrils and the molecular structure including actin and myosin. In particular, this
focuses on the sliding filament theory of contraction.
This activity assists students in testing their knowledge with a series of questions on
the sliding filament theory.
Students are directed to view a web-based animation of the sliding filament theory
then complete a matching exercise of structures and functions.
The skeletal system
Students learn about the structure and function of the skeleton with particular focus
on the macro and microscopic structure of bone and cartilage.
This activity is interactive and involves students labelling the bones of the skeleton.
Students will identify the different divisions of the skeleton with this interactive
activity. The appendicular and axial skeletons will be identified.
This activity involves students matching the parts of long bone with their functions.
© WestOne Services 2010
SCIENCE 1437
Page 4 of 10
The practice of
human biology
Human form and function
Human diversity
and change
Task
This practical activity guides students through the dissection of a long bone.
Students complete this interactive exercise by identifying the microscopic structures
of compact bone .
A worksheet summary of cartilage structure and function.
Students learn about the structure and functionality of major joint types including
ball and socket, hinge, pivot, gliding, immovable.
This activity involves students using references to assist them in locating where in
the body various joint types are found.
This is a matching activity where students are required to match the type of joint
with its action.
Students will explore the diseases osteoarthritis and osteoporosis.
This is a research activity where the students are directed to particular internet sites
to view videos on each of the two skeletal conditions, osteoporosis and osteoarthritis.
This graphing activity explores bone mass changes in aged individuals.
© WestOne Services 2010
SCIENCE 1437
Page 5 of 10
Unit outline  Human Biological Science Unit 3B
Assessment type
Notional hours
Investigation 15%
8
Our internal defences
The practice of
human biology
Human form and function
Specific resistance
Students will be introduced to the topic with an explanation of why humans require an
immune system.
Students will complete a reflection activity that reviews the external defences of the
body.
Using the analogy of fighting a battle, students will explore the various components of
the specific immune response. This will involve them learning about the role of B cells,
T cells, memory cells and plasma cells.
This activity involves students identifying the location of immune cell production and
storage.
Students will explore antibody and cell-mediated defence.
This is a text based activity focused on students summarising the primary and
secondary immune response, passive and active immunity and natural and artificial
immunity.
Students will engage with a worksheet that outlines the process of vaccination.
Human diversity
and change
Task
Students analyse
some second-hand
data based on an
account of a
teenager who
injures themself
and what occurs
during the
following week
after being given
antibiotics.
Students learn about the role of antibiotics and anti-virals in the treatment of disease.
This activity involves students using second-hand data to explore how antibiotic
resistance proceeds and the effects it can have on individuals.
© WestOne Services 2010
SCIENCE 1437
Page 6 of 10
Unit outline  Human Biological Science Unit 3B
Assessment type
Notional hours
Extended response 8%
12
DNA and biotechnology
The practice of
human biology
Human form
and function
Human diversity and change
Task
Students will review the basic structure of DNA and complete a review question activity
about important facts.
Part A: Protein
synthesis
Students will then begin to explore how DNA transfers its information. The process of
protein synthesis is outlined in three sections – DNA replication, transcription and
translation.
Students complete
an activity that
involves
demonstrating their
knowledge of DNA
replication and
translation in protein
synthesis.
An activity that involves a series of slides with audio assists the students to understand
the major steps of protein synthesis. This is followed up with some suggested webbased animations of the process.
Students will also read through a text version of the process.
This worksheet activity provides review questions on all stages of protein synthesis.
Students explore the concept of cellular control of gene expression which includes
identifying the function of a regulator, promoter and operator genes.
Part B:
Applications of
biotechnology
Students research
and explain ethical
issues arising from
the Human Genome
Project.
Explain which
biotechniques are
used in the
treatment of cystic
fibrosis and how
successful they are.
© WestOne Services 2010
SCIENCE 1437
Page 7 of 10
The practice of
human biology
Human form and
function
Human diversity and change
Risks, benefits
and ethical
concerns about
the production of
new vaccines and
hormones –
students conduct
a search of the
web/references to
complete a table
on these factors.
Students learn about the processes and techniques used to identify and treat disease
using DNA technology.
Human Genome
Project –
information it
could provide for
potential
treatments of:
Students are introduced to commonly used procedures including DNA sequencing, DNA
profiling and PCR.
A research activity using references to answer questions on the use of DNA sequencing.
Paternity testing activity requires students to apply their knowledge of profiling to
determine who fathered a child in a hypothetical situation.
Students explore how gene probes are used in the process of DNA profiling.
This activity uses second-hand data for students to analyse and then anwer questions
from. It is a crime scene investigation example.This is followed by a suggested website
that explores gene probes further.
Students are introduced to recombinant DNA technology – how it is carried out and its
applications the the treatment of disease. Restriction enzymes are introduced as
another tool of biotechnology and are explained in this section. Human insulin
production is presented as an example of recombinant DNA technology in action.
Recombinant DNA activity is a series of reflection questions.
Research activity involves the students in researching information on three human
products that are supplied through the process of recombinant DNA.
Gene therapy is defined and explained in this section. It focuses on how gene delivery
occurs with diagrams and then uses the example of cystic fibrosis to show its
applications.
This internet and text activity requires students to research the symptoms and life span
of a patient suffering cystic fibrosis.
Students investigate cell replacement therapy and tissue engineering through the
cloning of stem cells eg repair of injured tissues, treating degenerative nerve diseases.

common
disorders

tissue
regeneration

gene therapy.
© WestOne Services 2010
Task
This activity requires students to read through an explanation of some of the laboratory
equipment used to handle DNA and proteins. They include a micropipette and gel
electrophoresis equipment.
This internet activity provides students with the chance to perform their own ‘virtual’
electrophoresis at suggested websites.
This activity uses an analogy of a day at the races to have students review their
understanding of how gel electrophoresis works.
SCIENCE 1437
Page 8 of 10
The practice of
human biology
Human form and
function
Human diversity and change
Task
The application of this therapy is explained with the example of the ‘spray on skin’
treatment used for victims of the Bali bombing incident in 2002.
The activity requires students to research further advancements in cell replacement
therapy and tissue engineering. They are to produce brief notes on neural crest stem
cells, multipotent adult progenitor cells, tissue scaffolds and the use of adipose tissue.
© WestOne Services 2010
SCIENCE 1437
Page 9 of 10
Unit outline  Human Biological Science Unit 3B
N/A
Trauma and aging treatments
The practice of
human biology
Human lifespan is
increasing causing
issues associated
with an ageing
population:
•
diseases and
treatment of
an ageing
population
•
euthanasia and
quality of life
issues.
© WestOne Services 2010
Assessment type
Notional
hours
8
Human form and function
Human diversity
and change
Task
Students explore medical technologies used to support trauma recovery and the changing
function of the musculo-skeletal and nervous systems caused by ageing.
This activity introduces the general effects of ageing on the body.
Students read through a section on mechanical devices that provide external support.
The Aids for Mobility interactive activity requires students to choose the correct type of
support a device offers.
Students explore electronic devices and implants that are available. These include the bionic
limb, cochlear implant and heart pacemakers.
This text activity requires students to find out information surrounding additional electronic
devices used to support failing body parts.
The chemical methods of supporting trauma recovery and the effects of ageing include
dietary supplements and pharmaceuticals. Students will read through this section then apply
their knowledge to the following activities.
The ‘Food fortification’ interactive involves students researching which foods are now fortified
and matching them with images.
This is a gap-fill activity where students are required to complete a summary of common
pharmaceuticals.
Biological technologies are introduced and students are required to complete a worksheet
summary on stem cells, transplants and grafts.
Students explore examples of diseases and treatments of an ageing population. The main
examples covered are Alzheimer’s, Parkinson’s disease, osteoporosis and osteoarthritis.
The website activity involves students viewing videos explaining symptoms and treatments of
the main examples provided.
Students define euthanasia and identify the legal implications and quality of life issues.
The support/oppose euthanasia activity guides students through a series of opinions which
they are to identify as supporting or opposing euthanasia.
SCIENCE 1437
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