Senior Syllabus
Biology
2004 (amended 2006 and 2014)
Biology Senior Syllabus 2004 (amended 2006 and 2014)
© The State of Queensland (Queensland Studies Authority) 2014
Queensland Studies Authority, PO Box 307, Spring Hill, Queensland 4004, Australia
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
CONTENTS
Summary of syllabus amendments January 2014 ...................................................... 3
1
A VIEW OF SCIENCE AND SCIENCE EDUCATION .................................................. 1
2
RATIONALE ..................................................................................................................... 2
3
GLOBAL AIMS ................................................................................................................. 3
4
GENERAL OBJECTIVES ................................................................................................. 4
5
4.1
Understanding biology (UB) .................................................................................. 4
4.2
Investigating biology (IB) ...................................................................................... 4
4.3
Evaluating biological issues (EBI) ......................................................................... 5
4.4
Attitudes and values (AV) ...................................................................................... 5
ORGANISATION .............................................................................................................. 6
5.1
Organising principles ............................................................................................. 6
Accommodation of individual and group differences of students
5.2
Course structure ..................................................................................................... 6
Contextualised
Thematic 6
Problem-based learning
Framework
Principles of Biology
Key concepts
Key ideas 7
Table 1: Course framework
Figure 1: Course organisation
5.3
6
6
6
7
7
7
7
8
10
Work program requirements ................................................................................ 10
LEARNING EXPERIENCES .......................................................................................... 11
6.1
Introduction .......................................................................................................... 11
6.2
Learning experiences and the key competencies ................................................. 12
6.3
Language education ............................................................................................. 12
6.4
Quantitative concepts and skills ........................................................................... 13
6.5
“Theory into practice” .......................................................................................... 14
6.5.1 Field work
6.5.2 Practical work
6.5.3 Animal Care and Protection Act 2001
6.6
14
15
16
Workplace health and safety ................................................................................ 17
7
ASSESSMENT ................................................................................................................. 18
7.1
Underlying principles of exit assessment ............................................................. 18
Continuous assessment
Balance 19
Mandatory aspects of the syllabus
Significant aspects of the course of study
Selective updating
Fullest and latest information
7.2
19
19
19
20
20
Planning an assessment program ......................................................................... 21
7.2.1 Special consideration
7.2.2 Authentication of student work
21
21
7.3
Exit criteria........................................................................................................... 22
7.4
Requirements for verification .............................................................................. 22
7.5
Determining exit levels of achievement ............................................................... 23
7.6
Assessment categories .......................................................................................... 24
Category 1: Extended experimental investigations (EEI)
Category 2: Extended response tasks (ERT)
Category 3: Written task
7.7
26
28
30
Standards associated with exit criteria ................................................................. 31
8
EDUCATIONAL EQUITY .............................................................................................. 33
9
GLOSSARY ..................................................................................................................... 34
10
RESOURCES ................................................................................................................... 38
QSA website
Syllabus and related materials
Subject-specific resources
Community resources
Electronic media
Learning technology
Newspaper reports
Periodicals
Science centres
Textbook and other resources
Websites 40
38
38
38
38
38
39
39
39
39
39
APPENDIX 1: POSSIBLE MATCH — KEY CONCEPTS AND KEY IDEAS ..................... 42
APPENDIX 2: SAMPLE COURSE ORGANISATION A ....................................................... 45
APPENDIX 3: SAMPLE COURSE ORGANISATION B ....................................................... 48
APPENDIX 4: UNITS .............................................................................................................. 55
Summary of syllabus amendments January 2014
The following table outlines the amendments made to Biology Senior Syllabus 2004 (amended 2006).
These amendments are a consequence of the directions of the Minister as outlined in the Queensland
Government Response to the Education and Innovation Committee Report No. 25: The assessment
methods used in senior mathematics, chemistry and physics in Queensland schools.
Syllabus section
2014 update
Section 2: Rationale
Understanding of biological concepts, as well as general science knowledge and skills, is
relevant to a range of careers, including those in medical, veterinary, food and marine
sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine,
conservation and eco-tourism. This subject will also provide a foundation for students to
critically consider contemporary biological issues and to make informed decisions about
these issues in their everyday lives.
Section 7.2.2:
Authentication of
student work
It is essential that judgments of student achievement be made on genuine student
assessment responses. Teachers must take reasonable steps to ensure that each student’s
work is their own, particularly where students have access to electronic resources or when
they are preparing responses to collaborative tasks.
The QSA’s A–Z of Senior Moderation contains a strategy for authenticating student work
<www.qsa.qld.edu.au/10773.html>. This provides information about various methods
teachers can use to monitor that students’ work is their own. Particular methods outlined
include:

teachers seeing plans and drafts of student work

student production and maintenance of evidence for the development of responses

student acknowledgment of resources used.
Teachers must ensure students use consistent, accepted conventions of in-text citation and
referencing, where appropriate.
Section 7.6:
Assessment
categories
Modes of assessment
Assessment techniques may be presented in a variety of modes, e.g. written, spoken/signed
and multimodal. An assessment response is communicated to an audience for a particular
purpose which may influence the type of text, language features and other textual features
used in the response. Purposes may include: analysing; persuading; arguing; informing;
presenting investigative, experimental or field-based findings; creating; performing;
showcasing; reviewing a text or situation; completing calculations or solving problems.
Referencing conventions must be followed regardless of the mode of assessment.
Written responses
Written responses require students to communicate a written assessment response to an
audience for a particular purpose.
Spoken responses
Spoken responses require students to present a spoken assessment response to a live or
virtual audience (i.e. through the use of technology) for a particular purpose.
Multimodal responses
A multimodal response uses a combination of at least two modes to communicate an
assessment response to a live or virtual audience for a particular purpose.
Modes include:

written

spoken/signed

nonverbal, e.g. physical, visual, auditory.
Each of the selected modes contributes significantly to the multimodal response.
Different technologies may be used in the creation or presentation of the response.
Replication of a written document into an electronic or digital format does not constitute a
multimodal response.
When making judgments about multimodal responses, teachers apply the standards to the
entire response — that is, to all modes used to communicate the response.
Supporting evidence
Supporting evidence is required to substantiate decisions made on spoken and multimodal
responses for monitoring, verification and exit purposes. Evidence to support spoken or
multimodal responses may include:
Section 7.6
Category 1:
Extended
experimental
investigations (EEI)

research/data analyses

notes or annotations

summary of findings

journal entries or log book

seminar brief or conference paper

a recording of the response (as appropriate).
The outcome of an extended experimental investigation is a written, spoken or multimodal
response.
In each year of the course no more than two EEIs may be undertaken.
The assessment conditions in the table below refer to discussion, conclusions, evaluation
and recommendations.
[Conditions provided for each mode. See p. 27.]
When an extended experimental investigation is undertaken for the first time, the
scaffolding should help students complete the assessment by modelling the extended
experimental investigation process and familiarising students with assessment expectations.
Section 7.6
Category 2:
Extended response
tasks (ERT)
The outcome of extended response tasks is a written, spoken or multimodal response that
demonstrates aspects of each of the three criteria.
[Conditions provided for each mode. See p. 29.]
1
A VIEW OF SCIENCE AND
SCIENCE EDUCATION
Science is a social and cultural activity through which explanations of natural phenomena are
generated. It incorporates ways of thinking that are creative and critical. Scientists have a deep
conviction that the universe is understandable.
Explanations of natural phenomena may be viewed as mental constructs based on personal
experiences. They emerge from a range of activities that may include observation, experimentation,
imagination and discussion, and are achieved by considering the complexities of the universe at a
level that can be understood. The evolution of scientific understandings has happened in definable
episodes, with chance sometimes playing an important role.
Currently accepted scientific concepts, theories and models may be viewed as shared
understandings that the scientific community perceive as viable in light of the available evidence
and arguments presented, and that have a predictive value. New understandings are continually
arising and current understandings may be challenged by the scientific community, and modified or
replaced. This is an essential characteristic of science.
Students construct personal explanations of phenomena they experience in everyday life. One role
of science education is to help students move from their personal constructions, which are at times
discordant with scientific explanations, towards theories and models accepted by the scientific
community. As students progress through their formal education, explanations of the phenomena
they encounter increase in complexity as does the sophistication of their observations.
Science students are encouraged to appreciate the social and cultural perspectives of science. They
also participate in activities that help them construct explanations and recognise the nature of
scientific understandings.
Through science education students are encouraged to develop critical and creative thinking skills
as well as scientific understandings. This will equip them to imagine alternative futures and make
informed decisions about science and its applications. Such decisions will influence the wellbeing
of themselves, other living things and their environment.
Biology Senior Syllabus
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2
RATIONALE
Biology is the study of life in its many manifestations. It encompasses studies of the origin,
development, diversity, functioning and evolution of living systems and the consequences of
intervention in those systems.
Biology is characterised by a view of life as a unique phenomenon with fundamental unity. Living
processes and systems have many interacting factors that make quantification and prediction
difficult. An understanding of these processes and systems requires integration of many branches of
knowledge.
The study of Biology provides students with opportunities to:
 gain insight into the scientific manner of investigating problems pertaining to the living
world
 experience the processes of science, and that leads to the discovery of new knowledge
 develop a deeper understanding and aesthetic appreciation of the living world.
Participation in Biology enables students to engage in creative scientific thinking and to apply their
knowledge in practical situations. The study of Biology will help students foresee the consequences
of their own and society’s activities on the living world. This will enable them to participate as
informed and responsible citizens in decision-making processes, the outcomes of which will affect
the living world now and in the future.
Understanding of biological concepts, as well as general science knowledge and skills, is relevant
to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture,
biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism.
This subject will also provide a foundation for students to critically consider contemporary
biological issues and to make informed decisions about these issues in their everyday lives.
Biology Senior Syllabus
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3
GLOBAL AIMS
Biology provides learning experiences which will further develop in students:
 a knowledge and understanding of the living world
 the capacity to identify, gather, manipulate and process information in the context of
scientific endeavours including field investigations
 the capacity to communicate effectively in various formats on biological issues
 an appreciation of the complexity and beauty of biological phenomena
 a recognition that Australian ecosystems have unique characteristics
 an appreciation that each type of organism, including Homo sapiens, occupies a unique
position in the biosphere
 a sense of responsibility for the stewardship of the local and global environment
 an ability to apply biological understanding, skills and reasoning to present-day and
emerging issues.
Biology Senior Syllabus
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4
GENERAL OBJECTIVES
The General objectives are derived from the interaction of the Global aims (section 3), Rationale (s.
2), and A view of science and science education (s. 1).
The general objectives of the syllabus are categorised as:
 Understanding biology
 Investigating biology
 Evaluating biological issues
 Attitudes and values.
Learning through each of the general objectives is developed through learning experiences and
activities that range from simple to complex in their challenge to students. Participation in these
learning experiences requires students to present and communicate ideas and information.
Students are required to communicate ideas and information using genres, terminology and
conventions (linguistic, mathematical, graphic and symbolic) appropriate to biology.
At all times, students are to be aware of safety issues and use safe scientific practice as outlined in
s. 6.6.
The objective, Attitude and values relates to the affective elements that permeate each of the other
three objectives. This objective is not directly assessed in awarding exit levels of achievement. The
objectives of Understanding biology, Investigating biology, and Evaluating biological issues are
linked to the exit criteria of the Biology syllabus and help in developing the key competencies.
(The numbers in the following sections cross-refer to items in the tables in the appendixes.)
4.1 UNDERSTANDING BIOLOGY (UB)
This objective provides opportunities for students to demonstrate a knowledge and understanding
of the key concepts and ideas of biology (see tables 5.1 and 5.2). Students will be required to
acquire, construct and communicate knowledge and understanding of the ideas, concepts and
theories of biology.
Students should be given opportunities to:
1. recall ideas, concepts and theories of biology
2. describe biological ideas, concepts and theories applied to a range of situations
3. apply and link ideas, concepts and theories to explain phenomena in a range of situations.
4.2 INVESTIGATING BIOLOGY (IB)
This objective provides opportunities for students collectively and individually to access, collect,
derive and interpret quantitative and qualitative biological data. Students will be required to
critically and creatively question, observe, construct ideas, make choices, analyse data, make
decisions and solve problems to demonstrate the processes involved in biological investigation.
Students should be given opportunities to:
1. identify and formulate questions and hypotheses for investigations and research
2. design, manage and carry out experimental and non-experimental investigations
3. develop skills and processes required to collect, organise, interpret, model and present primary
and secondary data
Biology Senior Syllabus
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4.
5.
analyse data gathered from investigations
make judgments and draw conclusions pertaining to the validity of an investigation.
4.3 EVALUATING BIOLOGICAL ISSUES (EBI)
This objective aims to develop in students the ability to embrace current biological understandings
and ideas to evaluate the effects of their application on present-day and future society.
Students will be required to gather information, predict outcomes, and make and communicate
informed decisions about the effects of human intervention on biological systems.
Students should be given opportunities to:
1. recognise relevant past and present scientific and social issues
2. explain the explicit and implicit meanings of information selected from a variety of sources
3. evaluate and assess the reliability, authenticity, relevance, accuracy and bias of the sources and
methods of the collection of information
4. justify decisions and develop future scenarios based on the interpretation and analysis of
current information.
4.4 ATTITUDES AND VALUES (AV)
The focus of this objective is for students to develop heightened levels of sensitivity to the
implications of Biology for individuals and groups in society. It refers to the feelings, dispositions
and ways of thinking about questions and issues in the field of study. This objective requires
students to consider attitudes and values in making decisions related to Biology. Through this
process, students should be given opportunities to develop attitudes and values to:
1. understand that science is a human endeavour and has limitations
2. demonstrate collegiality and cooperation
3. retain a commitment to scientific reasoning, openness to new ideas, intellectual honesty, and
respect for evidence
4. appreciate the contribution of Biology to local, national and international issues
5. acknowledge responsibility when making decisions about the use of biological information
6. develop respect and appreciation for the natural world and minimise human impact on the
environment.
Biology Senior Syllabus
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5
ORGANISATION
5.1 ORGANISING PRINCIPLES
The syllabus provides the conceptual basis on which courses of study in Biology may be
constructed but does not limit the approach taken. The overall course organisation should describe
opportunities for students to explore key concepts (see table 5.1).
It is a requirement that increasing complexity in both scope and depth of subject matter will be
developed within units of work and over the course of study in Biology. While the scope and depth
of treatment of particular concepts is the decision of the school, increasing complexity must be
reflected in the teaching and learning experiences and the assessment program developed by the
school.
This syllabus has been designed to cater for a course of study of not less than 55 hours per semester
(220 hours) of timetabled school time, including time for assessment.
Accommodation of individual and group differences of students
The development of courses should take into consideration the needs of individuals and class
groups as well as students’ prior experience and conceptualisation. This principle is applied in
terms of the cohort, school work unit, selection of resources (including the teacher’s special areas
of expertise and interest), learning experiences, assessment task design, and educational equity.
Teachers are encouraged to explore the local community for resources that would enrich the
course.
The constructivist approach to teaching and learning as described in the Science Years 1 to 10
syllabus is promoted in this syllabus, thus providing continuity of learning experiences for students
through the years of schooling.
5.2 COURSE STRUCTURE
Schools are encouraged to develop a course of study that reflects the interconnectedness of the key
concepts (see table 1). Schools may choose to do this in a variety of ways through the development
of contextualised, thematic or problem-based units.
The syllabus allows flexibility in choosing and developing units that are relevant to students and
use local resources.
Contextualised
A context is a group of related situations, phenomena, technical applications and social issues
likely to be encountered by students. A context provides a meaningful application of concepts in
real-world situations.
Thematic
Themes are unifying organisers that integrate elements in authentic and purposeful ways.
Biology Senior Syllabus
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Problem-based learning
Problem-based learning allows students to engage in a real and intellectual inquiry where thinking
and problem-solving skills are naturally developed while mastering important subject knowledge
and understandings.
Framework
The syllabus provides a framework for the development of a course of study where understandings
are to be developed in terms of concepts rather than lists of content.
Principles of Biology
The three principles that encompass the intent of the syllabus are:
 Survival of species is dependent on individuals staying alive long enough to
reproduce.
 At every level of organisation in the living world structure and function are
interrelated. Each level of organisation in the living world has its own unique aspects
and there is continual interaction of structure and function between these levels.
 Continuity and change occurs at all organisational levels in the living world. Changes
may be cyclical or directional. The continuity of life is a balance between all the change
processes.
Key concepts
The key concepts, presented in table 1, are mandatory aspects of the course and are inherent in the
principles of Biology. The study of Biology in this syllabus allows for selection of learning
experiences relevant to the needs and interests of the students. In a planned course of study it is
expected that:
 all key concepts are to be considered as equally significant
 aspects of more than one key concept will be included in a unit
 aspects of each key concept will be included in more than one unit
 evidence of students’ understanding of each key concept will be included in the student
profile.
Key ideas
Associated with the key concepts are key ideas, which reflect the holistic and complex nature of the
concepts. The key ideas in table 1 indicate the depth and scope of the key concepts. All these key
ideas will be drawn upon to design learning experiences for the students over the two-year course
as they construct understandings of key concepts. Key ideas additional to those listed in the
syllabus may also be included and must be detailed in the school’s work program. (See appendix 1
for a possible match between key concepts and key ideas).
Biology Senior Syllabus
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Table 1: Course framework
Principle of
Biology
Key ideas
7. Cells have a chemical composition that must
be maintained for the continued life of the
cell.
8. Organelles contribute to the structure and
functioning of eukaryotic cells.
9. There are different types of cells and the
ways they are organised influences their
functioning.
10. Energy required by all living things is
obtained in different ways.
11. Cell division is an integral part of growth and
reproduction.
12. The set of systems comprising an organism
enables it to function in its environment.
13. All systems are interrelated and
interdependent.
14. Systems of the body work together to
maintain a constant internal environment.
15. Different types of multicellular organisms
have different roles in an environment.
16. Malfunctioning in one system or part of a
system may affect the whole organism.
17. The external features and internal functioning
of organisms together enable an organism to
obtain its needs.
18. Abiotic and biotic factors in an environment
influence the size of populations and the
composition of communities.
19. Energy and matter move within ecosystems.
20. Human actions have significant impacts on
interactions within an environment.
21. Different organisms perform different
interdependent roles in an ecosystem.
22. An organism has adaptations specific to its
environment.
23. Living things employ a variety of reproductive
strategies.
24. Human understanding of the mechanisms of
reproduction and DNA structure and function
have led to intervention in natural processes.
25. Theories of evolution by natural selection can
be used to explain speciation and changes in
organisms through time.
26. The activity of organisms changes the
environment.
27. Evidence shows that organisms and
ecosystems change through time.
28. In most organisms coded instructions within
the DNA molecule account for their inherited
characteristics.
29. During reproduction DNA is passed from
parent(s) to offspring.
30. The genetic variations within a population
determine its long-term survival.
31. Evolutionary processes acting on the gene
pools of populations have given rise to
diversity of organisms.
32. Humans group organisms in a variety of
ways to make sense of diversity and to aid
communication.
Survival of species
is dependent on
individuals staying
alive long enough to
reproduce.
Key concepts
Principle of
Biology
At every level of
organisation in the
living world,
structure and
function are
interrelated. Each
level of organisation
in the living world
has its own unique
aspects and there is
continual interaction
of structure and
function between
these levels.
1. Cells are the
functioning units of
all living things.
2. Multicellular
organisms are
functioning sets of
interrelated systems.
3. Organisms live an
interdependent
existence in
environments to
which they are
adapted.
4. A variety of
mechanisms results
in continual change
at all levels of the
natural world.
5. There are processes
that maintain
dynamic equilibrium
at all organisational
levels.
6. There are
mechanisms by
which characteristics
of individuals in one
generation are
passed on to the
next generation.
Principle of
Biology
Continuity and
change occur at all
organisational levels
in the living world.
Changes may be
cyclical or
directional.
The continuity of
life is a balance
between all the
change processes.
Biology Senior Syllabus
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Suggested subject matter
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Prokaryotic and eukaryotic cells differ in their
structure.
There are structural similarities and differences
between the cells of higher plants and animals.
There are major groups of chemical compounds in
cells.
Cellular activities require energy.
The structure of the cell membrane regulates the
ways substances move into and out of cells.
Tissue development and cell replacement involve
the process of mitosis.
The function of cells relates to their structure.
There are specialised structures associated with
obtaining nutrients, transport, gas exchange and
excretion.
Processes such as transpiration and translocation
move materials within vascular plants.
The integration of structures and processes is
essential for the functioning of the whole
organism.
Stimulus response and feedback mechanisms are
important for the integration and coordination of
processes.
Homeostasis is the coordination and control of
various body processes to maintain a dynamic
equilibrium in the internal environment.
Malfunctioning of structures and/or processes will
have varying effects on the functioning of the
system and the organism as a whole.
Organisms exhibit different structural,
physiological and behavioural adaptations in
different environments.
The population growth rate and distribution of a
species is determined by the available resources,
physical environment, its own characteristics and
the activities of other organisms.
Special associations may occur between
organisms within a community.
Changes in communities result from changes in the
surroundings and members of the community
interacting with each other and with the abiotic
environment.
An ecosystem consists of both living and nonliving components.
By replacing natural ecosystems with agricultural
and/or urban ecosystems, human activity has altered
the natural flow of energy and matter.
Changes in ecosystems can occur as a result of
natural processes and human activity.
An understanding of the various interactions within
ecosystems is an integral part of environmental
management.
Asexual reproduction produces similar offspring
while sexual reproduction results in variation.
Both internal and external fertilisation are associated
with a range of different reproductive strategies for
survival in different environmental conditions.
Meiosis occurs at some stage in the life cycle of
sexually reproducing organisms.
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Biology Senior Syllabus
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Plants and animals have specialised reproductive
structures.
Pollination and fertilisation in flowering plants
may result in seed development.
Reproductive cycles in mammals are regulated
by hormone feedback mechanisms.
The development of the fertilised egg into a new
individual and its growth involves mitotic division
in multicellular organisms.
A variety of technologies is applied to either
inhibit or facilitate human reproduction.
Some patterns of inheritance can be predicted by
applying knowledge of dominant and recessive
genes, monohybrid and dihybrid crosses,
incomplete dominance, co-dominance, sex
determination and sex linkage.
Environmental factors can affect the phenotype
and, by causing mutations, affect the genotype.
Knowledge of the structure of deoxyribonucleic
acid (DNA) and ribonucleic acid (RNA) has
contributed to understanding of genes, DNA
replication and mutation.
DNA, messenger-RNA, transfer-RNA and
ribosomes all play a role in protein synthesis in cells.
Genotypes can be manipulated using a variety of
technologies.
Evidence drawn from the diverse fields of science
indicates that the earth is of great age.
Evidence for evolution is found in many different
fields of modern science.
Various scientific attempts had been made to
outline mechanisms accounting for the observed
phenomenon of evolution.
The theory of natural selection outlines a
mechanism that accounts for the observed
phenomenon of biological evolution.
Modern discoveries have contributed to a deeper
understanding of the origins of genetic variation, the
alteration of gene frequencies within populations
and the processes leading to speciation.
Complex organisms have evolved from simpler
organisms.
The hierarchical classification used in biological
science has the species concept as its basis and
provides an evolutionary history (phylogeny) of
organisms.
International conventions govern the naming and
classification of species.
The naming of species and their classification
changes with current interpretation of data.
Distinctive characteristics enable major groups of
organisms to be distinguished from each other.
The emergence of adaptations enables
organisms to colonise diverse environments.
Human activities can affect the course of
evolution and have had a major impact on
biodiversity.
Figure 1: Course organisation
Principles of Biology
General
objectives
Key concepts
School develops units in
the form of themes
and/or problem-based
learning and inquiries.
Mandatory

all equally
significant

aspects of more
than one
included in a unit
For each unit:

select more than one
key concept

select and/or
generate supporting
key ideas


aspects of each
included in more
than one unit
develop learning
experiences that
reflect general
objectives and are
relevant to students

evidence of each
key concept
included in the
student profile.

sequence subject
matter.
Key ideas
Assessment

indicate depth
and scope of key
concepts

additional key
ideas may be
included & must
be detailed in the
work program.
5.3 WORK PROGRAM REQUIREMENTS
A work program is the school’s plan of how the course will be delivered and assessed
based on the school’s interpretation of the syllabus. It allows for the special
characteristics of the individual school and its students.
The school’s work program must meet all syllabus requirements and must demonstrate
that there will be sufficient scope and depth of student learning to meet the general
objectives and the exit standards.
The requirements for work program approval can be accessed from the Queensland
Studies Authority’s website (www.qsa.qld.edu.au). This information should be
consulted before writing a work program. Updates of the requirements for work
program approval may occur periodically.
Biology Senior Syllabus
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6
LEARNING EXPERIENCES
6.1 INTRODUCTION
Learning experiences provide the bridge between the general objectives of the
syllabus and achievement of standards as demonstrated through the assessment.
Student learning, general objective coverage and assessment are evaluated on the basis
of these learning experiences. This section of the syllabus provides suggestions for a
range of learning experiences. When selecting learning experiences for students in
Biology, the students’ backgrounds, the role of language in the learning process, the
importance of field work and practical work, and the resources available all need to be
considered.
For a course of study in Biology to contribute to a general education in science, it
should provide learning experiences that will contribute to the development of
individuals who:
 can recognise relevant issues and pose questions which are related to science or
technology
 are able to associate these with appropriate scientific concepts and principles
 can identify sources of relevant information and/or data
 are aware of, and skilled in using, appropriate scientific methods for extracting
and/or collecting information or data
 can manipulate data and information in ways appropriate to the task
 make decisions based upon the best available information
 through their actions, communicate their competence in and understanding of the
things listed above.
Students will participate in learning experiences individually and as a member of a
team. Schools should list a broad range of learning experiences used with each context
chosen. The following suggestions for learning experiences are neither prescriptive
nor exhaustive:
 collaborative learning, planning and organising activities, and solving problems
 laboratory activities and experiments
 library research
 assignment work
 constructing models
 using information technology
 classroom debates
 teacher explanation and questioning
 excursion and field work
 film, video and slide audiovisual observation
 computer software simulation
 case studies or surveys
 media presentations
 independent research study
 solving problems as an individual or member of a team
 oral reports
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 searching the internet.
6.2 LEARNING EXPERIENCES AND THE KEY COMPETENCIES
In selecting learning experiences, teachers have many opportunities to deal with the
key competencies, which occur naturally in the learning context and are essential to
the study of Biology, namely:
 collecting, analysing and organising information
 communicating ideas and information
 planning and organising activities
 working with others and in teams
 using mathematical ideas and techniques
 solving problems
 using technology
6.3 LANGUAGE EDUCATION
The language characteristics of individuals and groups, the varieties of English used,
and the ways in which students communicate, all influence the nature of learning
Biology within the school course.
Teachers of Biology have a responsibility to ensure that students become scientifically
literate and able to decipher technical articles in journals, books and magazines.
Students should understand and use appropriate scientific terms and phrases wherever
the need arises, thus becoming more scientifically literate and better able to interpret
technical manuals, catalogues, data sheets, etc. To achieve understanding of scientific
terms, it may be necessary for students to develop their own glossaries as they
progress through the course.
Learning experiences must be based upon a range of sources consistent with an
emphasis upon the development of scientifically literate adults. These should require
students to use language effectively for several purposes in different contexts and for a
variety of audiences. Students should prepare and present communications in a range
of forms and mediums.
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Students should take part in learning experiences that involve them in:
Drawing upon sources of
information, such as:
Using language for the
purposes of:
Presenting information in
forms such as:
observations
restating information
laboratory/field notes
demonstrations
reporting results
formal reports
experiments
giving instructions
letters
textbooks
formulating a hypothesis
abstracts
handbooks of data
designing an experiment
précis
manuals of procedures
explaining a relationship
reviews
product brochures
arguing a proposition
oral presentations
specification sheets
proposing action
seminars
computer files
defending a position
discussions
journal articles
justifying a stand
demonstrations
magazines
evaluating an argument
charts
newspapers
developing an idea
graphs
broadcast media
interpreting a theory
sketches
advertisements
persuading
models
videos or films
making conclusions
photographs
lectures
following instructions
electronic media
interviews
predicting the results of an
experiment
discussions
internet
evaluating scientific
arguments
6.4 QUANTITATIVE CONCEPTS AND SKILLS
Success in dealing with problems and other situations in life and work depends on the
development and integration of a range of abilities, such as being able to:
 comprehend basic concepts and terms, in the areas of number, space, probability
and statistics and measurement
 extract, convert or translate information given in numerical forms, diagrams, maps,
graphs or tables
 use calculators and computers
 use skills or apply concepts from one problem or study area to another.
Teachers of Biology are responsible for encouraging the use of quantitative skills and
understandings that were developed previously by their students. Within appropriate
learning contexts and experiences in the subject, opportunities are to be provided for
revising, maintaining and extending such skills and understandings. Students of Biology
will usually be required to apply basic mathematical concepts learned in other subjects.
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6.5 “THEORY INTO PRACTICE”
Applications of biological knowledge relate to the natural world and the environment
created by humans. Biological investigations can be conducted in the field or in school.
Field work provides students with opportunities to experience, at first hand, some
ecological principles and gain an appreciation of the complexity and beauty of a
natural ecosystem. They also have opportunities to collect primary data which they
can analyse and integrate with further ecological studies.
Field work could also provide students with opportunities to gather information about
the work undertaken by biologists and to make links between theory and its
applications.
Practical work carried out in school enables students to develop the skills of
investigation, data collection and analysis.
6.5.1
Field work
Students are required to undertake investigations which involve a minimum of ten
hours spent in the field, excluding any preparatory work or follow-up activities as well
as any travelling time. Field work should be integrated with the study of the key
concepts to help students gain a better understanding of biological phenomena. All
field work should be evident in the assessment overview. It should provide students
with the opportunity to observe and experience, at first hand, the operation of basic
biological principles in real situations.
The objectives of field work would depend on the site chosen and the concepts being
developed. Some possible venues for field work include:
 natural
ecosystems
 museum
 university
Field work — 10 hours spent in the field
 research
 at least 5 hours — natural ecosystems
institutions
 remainder can be developed to suit school
 botanic gardens
interests
 aquaria
 terraria
 school grounds
 hospitals.
Artificial ecosystems such as botanical gardens are rather limited in their scope. It is
essential, therefore, that students spend at least five hours studying natural
ecosystems. It is expected that as part of their study of natural ecosystems all students
would use:
 techniques for identifying organisms (e.g. keys and field guides)
 sampling techniques (e.g. traps, quadrats and transects)
 methods to measure environmental data (e.g. pH of water and soil, salinity,
temperature and availability of light).
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Schools should minimise the collection of biological material and damage to the
environment and look at alternative means of gathering information, such as
photography, digital imaging, video and drawing.
All field work is an essential part of the course. Analysis of primary data
collected must be assessed and evident in the assessment overview.
6.5.2
Practical work
Practical work is an integral part of this subject and a lot of time will be spent working
with biological materials. Observations and investigations can enhance student
learning.
Practical work may consist of activities designed to illustrate concepts and ideas to
which the students have already been exposed. In such cases it is usual to give the
students a clear set of procedures which, if followed, provide them with the desired
results. Some may need help in analysing these results and drawing the best
conclusions. If the activities are well designed, however, this type of practical work
can be very useful in helping students understand some key concepts. Most practical
work would probably be of this kind.
Students must be given opportunities to develop concepts using an investigative
approach. They are expected to make observations, formulate hypotheses, design
experiments, use equipment, collect and organise data, and draw conclusions. They
are expected to observe workplace health and safety standards.
Students must report on an extended investigation as part of their assessment
(see s. 7.6).
Manipulative skills are fundamental to an effective scientific investigation and relate
to the ability of students to operate scientific and experimental equipment proficiently
and safely. Consequently, manipulative skills should be taught as part of normal dayto-day laboratory activities.
The following list outlines the skills that are fundamental to a course in Biology:
1 prepare wet-mount slides and use a microscope to observe specimens
2 dissect specimen material to observe structure and infer function
3 use appropriate methods and equipment to measure environmental factors
4 handle specimens of living material responsibly and ethically
5 record observations of biological specimens, e.g. sketch/draw/photograph/video
6 use appropriate equipment to perform experiments to demonstrate biological
phenomena, e.g. measure the rate of transpiration, demonstrate factors affecting
photosynthesis, test food materials for their chemical components.
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6.5.3
Animal Care and Protection Act 2001
Animal welfare
The Animal Care and Protection Act 2001 and the accompanying Animal Care and
Protection Regulation 2002 govern the treatment and use of all animals in Queensland.
The Department of Primary Industries and Fisheries (DPI&F) is responsible for
enforcement of the legislation. The purpose is to prevent animal suffering, to improve
the welfare of animals and to ensure all use of animals for scientific purposes is justified,
open and accountable. “Scientific purposes” is defined to include activities for the
purposes of demonstration and teaching. The legislation covers animals described as
“any live vertebrate, including live prenatal or prehatched creatures in the last half of
gestation or development”, and includes amphibians, birds, fish, mammals and reptiles.
It does not include the eggs, spat or spawn of fish, nor invertebrates such as octopi,
squid, crabs, crayfish, lobsters and prawns. Further details of the categories covered by
the legislation can be obtained from the DPI&F website www.dpi.qld.gov.au under
“Using animals for scientific purposes” and “What is an animal?”
The Act also requires compliance with the Australian Code of Practice for the Care
and Use of Animals for Scientific Purposes. The current version is the 7th edition
2004, which can be downloaded from
www.nhmrc.gov.au/publications/_files/ea16.pdf. The Code defines an animal for the
purposes of use in teaching as “any live non-human vertebrate, that is, fish,
amphibians, reptiles, birds and mammals, encompassing domestic animals, purposebred animals, livestock, wildlife, and also cephalopods such as octopus and squid”.
National codes of practice are available for most livestock industries, and outline
acceptable standards of husbandry and management. There are also Model Codes of
Practice covering areas such as transporting livestock, saleyards and abattoirs. In
Queensland, the national livestock codes are used as the minimum standard. These
Model Codes of Practice are available from the CSIRO website www.csiro.au/
If you intend to use animals for scientific purposes (which includes teaching), in order
to comply with the Act:
1
you (or your employing institution) must register with the DPI&F and nominate
the Animal Ethics Committee (AEC) that will assess your animal use
2
you must ensure all animal use is approved by the AEC before the activity
3
you must provide an annual report to the DPI&F of activities where animals are
used.
An employer may register with the DPI&F as a “user of animals for scientific
purposes” to cover employee activities requiring the use of animals for scientific
purposes. An animal ethics application must be made to the AEC for each “use of
animals” or “type of use of animals” for a series of similar events. AECs may approve
activities that are frequently repeated in a school program. Approval can be sought for
a three-year period but activities must be reported annually to the AEC.
The Queensland Schools Animal Ethics Committee (QSAEC) is required to meet and
assess written applications for every educational activity that involves using animals
for scientific purposes in Queensland schools. The QSAEC is a cross-sector
committee linking Education Queensland, Queensland Catholic Education
Commission and Independent Schools Queensland, and includes members drawn from
the scientific and wider community to bring a diversity of knowledge, values and
beliefs to the committee.
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Animals must not be used for scientific purposes in any Queensland school without
written approval from the QSAEC. The QSAEC meets once a term — usually during
the third week of each term. There are at least four meetings of the QSAEC each year.
The main task of the members of the Queensland Schools Animal Ethics Committee is
to weigh up the benefits and costs of using animals in schools. The QSAEC members
decide whether the proposed activities have justified the use of animals and that the
welfare of those animals has been considered. More information on the QSAEC and
its activities can be found at
http://education.qld.gov.au/curriculum/area/science/qsaec.html
Employing authorities are currently considering ways they can support schools to
comply with requirements. You should check with your employing authority for the
details of any guidelines or processes in place to assist you to meet the requirements of
the legislation.
Further information and resources on animal ethics can be found at
http://education.qld.gov.au/curriculum/area/science/animal-ethics.html
6.6 WORKPLACE HEALTH AND SAFETY
Biology is a practical science. A significant amount of the course should be devoted to
practical experiences in the laboratory. These practical experiences expose students to
a variety of hazards from corrosive and poisonous substances to injury from glass and
hot objects. Besides a teacher’s duty of care that derives from the Education (General
Provisions) Act 1989, there are other legislative and regulatory requirements, for
example the Workplace, Health and Safety Act 1995, that will influence the nature and
extent of practical work.
All practical work must be organised with students’ safety in mind. In Biology, there
are many activities associated with handling biological materials including live animal
and plant specimens, micro-organisms, and materials for dissection, that expose
teachers and students to health hazards.
The current science safety requirements are clearly explained in Workplace Health
and Safety Guidelines — Curriculum — Core Module, on the following website:
http://education.qld.gov.au/corporate/doem/healthsa/hs-10000/hs-10000.htm
It is the school’s responsibility to ensure that their practices meet current guidelines.
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7
ASSESSMENT
The purposes of assessment are to provide feedback to students and parents about
learning that has occurred, to provide feedback to teachers about the teaching and
learning processes, and to provide information on which to base judgments about how
well students meet the general objectives of the course. In designing an assessment
program, it is important that the assessment tasks, conditions and criteria are
compatible with the general objectives and the learning experiences. Assessment then
is an integral aspect of a course of study. It can be formative or summative. The
distinction between formative and summative assessment lies in the purpose for which
that assessment is used.
Formative assessment is used to provide feedback to students, parents, and teachers
about achievement over the course of study. This enables students and teachers to
identify the students’ strengths and weaknesses so students may improve their
achievement and better manage their own learning. The formative techniques used
should be similar to summative assessment techniques, which students will meet later
in the course. This provides students with experience in responding to particular types
of tasks, under appropriate conditions. So that students can prepare for assessment
tasks it is advisable that each assessment technique be used formatively before being
used summatively.
Summative assessment, while also providing feedback to students, parents and
teachers, provides cumulative information on which levels of achievement are
determined at exit from the course of study. It follows, therefore, that it is necessary to
plan the range of assessment techniques and instruments/tasks to be used, when they
will be administered, and how they contribute to the determination of exit levels of
achievement. Students’ achievements are matched to the standards of exit criteria,
which are derived from the general objectives of the course. Thus, summative
assessment provides the information for certification at the end of the course.
7.1 UNDERLYING PRINCIPLES OF EXIT ASSESSMENT
The Authority’s policy on exit assessment requires consideration to be given to the
following principles when devising an assessment program for the two-year course of
study:
 Information is gathered through a process of continuous assessment.
 Balance of assessments is a balance over the course of study and not necessarily a
balance over a semester or between semesters.
 Exit achievement levels are devised from student achievement in all areas
identified in the syllabus as being mandatory.
 Assessment of a student’s achievement is in the significant aspects of the course of
study identified in the syllabus and the school’s work program.
 Selective updating of a student’s profile of achievement is undertaken over the
course of study.
 Exit assessment is devised to provide the fullest and latest information on a
student’s achievement in the course of study.
These principles are to be considered together and not individually in the development
of an assessment program. Exit assessment must satisfy concurrently the six principles
Biology Senior Syllabus
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associated with it.
Continuous assessment
The major operating principle is “continuous assessment”. The process of continuous
assessment provides the framework in which all the other five principles of balance,
mandatory aspects of the syllabus, significant aspects of the course, selective updating,
and fullest and latest information exist and operate.
This is the means by which assessment instruments are administered at suitable
intervals and by which information on student achievement is collected. It involves a
continuous gathering of information and the making of judgments in terms of the
stated criteria and standards throughout the two-year course of study.
Decisions about levels of achievement are based on information gathered, through the
process of continuous assessment, at points in the course of study appropriate to the
organisation of the learning experiences. Levels of achievement must not be based on
students’ responses to a single assessment task at the end of a course, or instruments
set at arbitrary intervals that are unrelated to the developmental course of study.
Balance
Balance of assessments is a balance over the course of study and not necessarily a
balance within a semester or between semesters.
Within the two-year course for Queensland Studies AuthorityBiology it is necessary to
establish a suitable balance in the general objectives, assessment techniques and
instruments/tasks, conditions and across the criteria. The exit criteria are to have equal
emphasis across the range of summative assessment. The exit assessment program
must ensure an appropriate balance over the course of study as a whole.
Mandatory aspects of the syllabus
Judgment of student achievement at exit from a two-year course of study must be
derived from information gathered about student achievement in those aspects stated
in the syllabus as being mandatory, namely:
 the general objectives of Understanding biology, Investigating biology, and
Evaluating biological issues
 the six key concepts (see table 5.1).
The exit criteria and standards stated in s. 7.7 must be used to make the judgment of
student achievement at exit from a two-year course of study.
Significant aspects of the course of study
“Significant aspects” refers to those areas in the school’s course of study selected from
the choices permitted by the syllabus. Significant aspects can complement mandatory
aspects, or be items additional to them. They will be determined by the context of the
school and the needs of students at that school to provide a choice of learning
experiences appropriate to the location of the school, the local environment and the
resources available.
The significant aspects must be consistent with the general objectives of the syllabus
Biology Senior Syllabus
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and complement the developmental nature of learning in the course over two years.
Selective updating
In conjunction with the principle of fullest and latest information, information on
student achievement should be selectively updated throughout the course.
Selective updating is related to the developmental nature of the two-year course of
study and operates within the context of continuous assessment. As subject matter is
treated at increasing levels of complexity, assessment information gathered at earlier
stages of the course may no longer be representative of student achievement. The
information therefore should be selectively and continually updated (not averaged) to
accurately reflect student achievement.
1.
2.
The following conceptions of the principle of selective updating apply:
A systemic whole subject-group approach in which considerations about the whole
group of students are made according to the developmental nature of the course and,
in turn, the assessment program. In this conception, developmental aspects of the
course are revisited so that later summative assessment replaces earlier formative
information.
An act of decision making about individual students — deciding from a set of
assessment results the subset which meets syllabus requirements and typically
represents a student’s achievements, thus forming the basis for a decision about a level
of achievement. In the application of decisions about individual students, the set of
assessment results does not have to be the same for all students. However, the subset
which represents the typical achievement of a student must conform to the parameters
set in requirements for verification folios.
Selective updating must not involve students reworking and resubmitting previously
graded assessment tasks. Opportunities may be provided for students to complete and
submit additional tasks. Such tasks may provide information for making judgments
where achievement on an earlier task was unrepresentative or atypical, or there was
insufficient information upon which to base a judgment.
Fullest and latest information
Judgments about student achievement made at exit from a school course of study must
be based on the fullest and latest information available. This information is recorded
on a student profile.
“Fullest” refers to information about student achievement gathered across the range of
general objectives. “Latest” refers to information about student achievement gathered
from the most recent period in which the general objectives are assessed. As the
assessment program in Biology is developmental, fullest and latest information will
most likely come from Year 12.
Information recorded on a student profile will consist of the latest assessment data on
mandatory and significant aspects of the course, which includes the data gathered in
the summative assessment program that is not superseded.
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7.2 PLANNING AN ASSESSMENT PROGRAM
At exit, judgments are made about how students have achieved in relation to the
standards stated in the syllabus for each of the criteria. These summative judgments
are based on achievement in each of the general objectives.
When planning an assessment program, schools must consider:
 general objectives (refer to s. 4)
 course structure (refer to s. 7.2)
 the learning experiences (refer to s. 6)
 the underlying principles of assessment (refer to s. 7.1)
 a variety of assessment techniques and instruments over the two-year course (refer
to s. 7.6, “Assessment categories”)
 conditions under which the assessment is implemented
 the exit criteria (s. 7.3) and standards (s. 7.7)
 verification folio requirements, especially the number and the nature of student
responses to assessment tasks to be included (refer to s. 7.4)
 minimum assessment necessary to reach a valid judgment of the student’s standard
of achievement.
Students should be conversant with the assessment techniques and know of the criteria
to be used in assessment instruments.
7.2.1
Special consideration
Guidance about the nature and appropriateness of special consideration and special
arrangements for particular students may be found in the Authority’s policy statement
on special consideration, Special Consideration: Exemption and special arrangements
in senior secondary school-based assessment (30 May 1994). This statement also
provides guidance on responsibilities, principles and strategies that schools may need
to consider in their schools.
To enable special consideration to be effective for students so identified, it is
important that schools plan and implement strategies in the early stages of an
assessment program and not at the point of deciding levels of achievement. The
special consideration might involve alternative teaching approaches, assessment plans
and learning experiences.
7.2.2
Authentication of student work
It is essential that judgments of student achievement be made on genuine student
assessment responses. Teachers must take reasonable steps to ensure that each
student’s work is their own, particularly where students have access to electronic
resources or when they are preparing responses to collaborative tasks.
Biology Senior Syllabus
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The QSA’s A–Z of Senior Moderation contains a strategy for authenticating student
work <www.qsa.qld.edu.au/10773.html>. This provides information about various
methods teachers can use to monitor that students’ work is their own. Particular
methods outlined include:
 teachers seeing plans and drafts of student work
 student production and maintenance of evidence for the development of responses
 student acknowledgment of resources used.
Teachers must ensure students use consistent, accepted conventions of in-text citation
and referencing, where appropriate.
7.3 EXIT CRITERIA
The following exit criteria must be used in making judgments about a student’s level
of achievement at exit from a course in Biology. They reflect three of the four general
objectives of the syllabus (s. 4):
Criterion 1: Understanding biology
Criterion 2: Investigating biology
Criterion 3: Evaluating biological issues.
Each criterion must be assessed in each semester and each criterion is to make an
equal contribution to the determination of levels of exit achievement.
Students are to be given opportunities to demonstrate their level of achievement in a
variety of assessment tasks that include complex and challenging aspects. These
opportunities should be embedded in a range of contexts.
7.4 REQUIREMENTS FOR VERIFICATION
For the purposes of verification, schools must submit:
 a copy of the approved work program
 all assessment instruments and corresponding marking schemes upon which
judgments about levels of achievement have been made up to that time
 detailed criteria sheets for each instrument together with statements of conditions
and expected student responses
 details of strategies used to ensure student authorship and ownership of all tasks
 sample student verification folios containing evidence of student achievement.
Biology Senior Syllabus
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Verification folios must contain:
 the individual student profile showing sufficient detail required for the
determination of the proposed level of achievement:
 a minimum of four and a maximum of six assessment instruments must be
submitted
 each of these instruments must assess at least two criteria
 at least one and no more than two instruments from each of the following three
assessment categories must be included:
 extended response
 written task
 extended experimental investigation
 one of the instruments presented must include an analysis of field work primary
data
 assessment of the six key concepts must be evidenced for each student in the
verification folio.
Typically, work selected would be student responses to instruments that are common
to all submitted folios.
7.5 DETERMINING EXIT LEVELS OF ACHIEVEMENT
On completion of the course of study, the school is required to award each student an
exit level of achievement from one of the five categories:
Very High Achievement
High Achievement
Sound Achievement
Limited Achievement
Very Limited Achievement.
The school must award an exit standard for each of the three criteria: Understanding
biology, Investigating biology, and Evaluating biological issues, based on the
principles of assessment described in this syllabus. The criteria are derived from the
general objectives and are described in s. 4. The standards associated with the three
exit criteria are described in s. 7.7. When teachers are determining a standard for each
criterion, it is not always necessary for the student to have met each descriptor for a
particular standard; the standard awarded should be informed by how the qualities of
the work match the descriptors overall.
For Year 11, particular standards descriptors may be selected from the matrix and/or
adapted to suit the task. These standards are used to inform the teaching and learning
process. For Year 12 tasks, students should be provided with opportunities to
understand and become familiar with the expectations for exit. The exit standards are
applied to the summative body of work selected for exit.
Of the seven key competencies, the six that are relevant to this subject1 are embedded
in the descriptors in the standards matrix. The descriptors refer mainly to aspects of
Understanding biology, Investigating biology, and Evaluating biological issues.
1
KC1: collecting, analysing and organising information; KC2: communicating ideas and
information, KC3: planning and organising activities; KC5: using mathematical ideas and
techniques; KC6: solving problems; KC7: using technology
Biology Senior Syllabus
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When standards have been determined in each of the three criteria of Understanding
biology, Investigating biology, and Evaluating biological issues, the following table is
used to determine the exit level of achievement, where A represents the highest
standard and E the lowest.
Table 7.1: Minimum requirements for exit levels of achievement
VHA
Standard A in any two exit criteria and no less than a B in the remaining
criterion
HA
Standard B in any two exit criteria and no less than a C in the remaining
criterion
SA
Standard C in any two exit criteria and no less than a D in the remaining
criterion
LA
Standard D in any two exit criteria
VLA
Does not meet the requirements for Limited Achievement
7.6 ASSESSMENT CATEGORIES
This syllabus identifies three assessment categories:
 extended response
 written task
 extended experimental investigation.
Each assessment instrument contributes equally to the determination of a level of
achievement and must reflect the nature of the learning experiences.
There should be variety and balance in the types of instruments used enabling students
with different learning styles to demonstrate their understanding.
Each instrument must assess more than one criterion and may include all three. At
least two criteria must be included in each instrument.
At least one and no more than two instruments from each of the three assessment
categories is to be included in the verification folio. Further information regarding
requirements for verification folio is provided in s. 7.4.
Fieldwork is a compulsory aspect of this course of study. It can be either the focus or
the stimulus for an assessment instrument developed from one of the assessment
techniques. Evidence of the analysis of fieldwork primary data must be evident in
student work in the verification folio.
Modes of assessment
Assessment techniques may be presented in a variety of modes, e.g. written,
spoken/signed and multimodal. An assessment response is communicated to an
audience for a particular purpose which may influence the type of text, language
features and other textual features used in the response. Purposes may include:
analysing; persuading; arguing; informing; presenting investigative, experimental or
field-based findings; creating; performing; showcasing; reviewing a text or situation;
completing calculations or solving problems.
Referencing conventions must be followed regardless of the mode of assessment.
Biology Senior Syllabus
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Written responses
Written responses require students to communicate a written assessment response to
an audience for a particular purpose.
Spoken responses
Spoken responses require students to present a spoken assessment response to a live or
virtual audience (i.e. through the use of technology) for a particular purpose.
Multimodal responses
A multimodal response uses a combination of at least two modes to communicate an
assessment response to a live or virtual audience for a particular purpose.
Modes include:
 written
 spoken/signed
 nonverbal, e.g. physical, visual, auditory.
Each of the selected modes contributes significantly to the multimodal response.
Different technologies may be used in the creation or presentation of the response.
Replication of a written document into an electronic or digital format does not
constitute a multimodal response.
When making judgments about multimodal responses, teachers apply the standards to
the entire response — that is, to all modes used to communicate the response.
Supporting evidence
Supporting evidence is required to substantiate decisions made on spoken and
multimodal responses for monitoring, verification and exit purposes. Evidence to
support spoken or multimodal responses may include:
 research/data analyses
 notes or annotations
 summary of findings
 journal entries or log book
 seminar brief or conference paper
 a recording of the response (as appropriate).
The following tables provide an overview of the characteristics and considerations of each
category and possible parameters for the design of relevant assessment instruments.
Biology Senior Syllabus
25
Category 1: Extended experimental investigations (EEI)
Characteristics and considerations
Within this category, instruments are developed to answer an open-ended practical research question,
which may include laboratory-based or fieldwork experiments.
The focus is on planning and problem solving using primary data generated through experimentation by
the student.
The outcome of an extended experimental investigation is a written, spoken or multimodal response.
In each year of the course no more than two EEIs may be undertaken.
The individual items making up the task must provide adequate opportunities for students to
demonstrate their level of biological expertise across the full range of standards in the syllabus.
The investigation will be conducted over a 2–3 week minimum time frame.
Elements of the investigation may be conducted in small groups or pairs.
Processes to ensure individual student ownership of the task must be applied.
No matter what format is chosen to present this category, the investigation must include:

a planned course of action

a clearly stated research question giving a purpose and aim to the investigation

descriptions of the experiment showing evidence of modification or student design

evidence of primary and secondary data collection and selection

the execution of the experiment/s

data analysis and discussion

evaluation and conclusion/s with justification

the presentation of the discussion and findings.
The teacher may suggest topics and provide some stimulus to trigger student interest.
Teachers must allow some continuous class time for students to be able to effectively undertake each
component of the investigation. However, independent student time will probably also be required to
complete the task.
Students may be required to select an appropriate genre for the final presentation (e.g. scientific report,
journal or scientific log book, article for a scientific magazine/newspaper, scientific poster or non-written
presentation). The flexibility for students to determine the genre for the final presentation may cause
some challenges to teachers attempting to write task-specific criteria sheets. The non-written
presentation would need to be supported by explanatory notes, data and diagrams.
Forms
Instruments developed in this category must allow students to produce:

a response to a valid research question

evidence for the range of the sources used.
The response should take the form of:

a written report, assignment or other written genre

a spoken and/or multimodal presentation
The response:
Biology Senior Syllabus
26

may take a wide variety of forms

should be accompanied by a detailed task-specific criteria sheet

must be accompanied by research notes

should conform to the characteristics of the genre selected.
The assessment conditions in the table below refer to discussion, conclusions, evaluation and
recommendations.
Mode
Year 11
Year 12
Written

Report
800–1000 words (discussions,
conclusions and/or recommendations)
1000–1500 (discussions, conclusions
and/or recommendations)

Assignment
800–1000 words
1000–1500 words

Article
800–1000 words
1000–1500 words
Spoken
3–4 minutes
4–5 minutes
Multimodal
3–5 minutes
5–7 minutes
Authentication of
research process
Evidence that supports authentication of student work may be:
Teacher
involvement /
scaffolding

annotated notes in response to issues that emerged during research (e.g.
journals, experimental logs)

teacher observation sheets

research checklists

self/peer assessment

referencing and reference list.
When an extended experimental investigation is undertaken for the first time, the
scaffolding should help students complete the assessment by modelling the
extended experimental investigation process and familiarising students with
assessment expectations.
Consultation and feedback on the research process should be provided
judiciously, gradually being reduced with student experience and confidence.
Origin of
research
question
Scaffolding should be provided to help
students complete the assessment by
modelling the expected processes
and genre. It should not specify the
biology, nor lead the student through
a series of steps dictating a solution.
Scaffolding of the task in the form of a
series of generic questions which
opens out the task, making it
accessible to all students, is quite
appropriate; however, through the
year scaffolding should be reduced to
allow the student to better
demonstrate independence in the
research process.
Provided by the teachers and/or
negotiated; rationale for the question
should be evident.
Provided and/or negotiated by
teacher and student; rationale that
gives a context for the question is
expected from the student.
Biology Senior Syllabus
27
Category 2: Extended response tasks (ERT)
Characteristics and considerations
Within this category, instruments are developed to questions or issues, raised within a biological
context and are essentially non-experimental.
The focus is secondary data, except when the category is used to assess fieldwork which must include
an analysis of primary data.
The outcome of extended response tasks is a written, spoken or multimodal response that
demonstrates aspects of at least two of the three criteria.
The individual items making up the task must provide adequate opportunities for students to
demonstrate their level of biological expertise across the full range of standards in the syllabus.
Elements of the extended response may be conducted in small groups or pairs.
The management of the extended response must be mostly the responsibility of the student.
Processes to ensure individual student ownership of the task must be applied.
No matter what format is chosen, the investigation must allow students to demonstrate:

an understanding and processing of information and concepts

the gathering of information and data from a range of sources

skills of interpretation, analysis and synthesis

evaluative and decision-making processes.
Teachers must allow some continuous class time for students to be able to effectively undertake each
component of the investigation However, independent student time will probably also be required to
complete the task.
Forms
Instruments developed in this category must allow students to produce:

a response to a valid research question

evidence for the range of sources used.
Written
Report: In the report, the student would make some form of decision regarding the question or issue
under investigation and support the decision with logical argument. The report may be in response to
observations made and conclusions drawn from a case study or studies, industrial visits, or field trips.
Assignment: Students provide a response to a specific question or issue. The response may be
supported by appropriate tables of data, diagrams and flowcharts. The assignment could be a
persuasive argument or informative text.
Article: Students create an article that would be suitable for a scientific magazine or publication that
would run stories of scientific interest. Documentation of findings should be enhanced by the use of
graphics, tables and pictures.
Spoken
For example, debates, seminars, lessons, demonstrations.
Multi-modal
For example, PowerPoint presentations, webpages, videos, computer simulations.
Spoken and multi-modal presentations would need to be supported by explanatory notes, references,
data and diagrams.
Biology Senior Syllabus
28
Mode
Year 11
Year 12
Written

Report
800–1000 words (discussions,
conclusions and/or recommendations)
1000–1500 (discussions, conclusions
and/or recommendations)

Assignment
800–1000 words
1000–1500 words

Article
800–1000 words
1000–1500 words
Spoken
3–4 minutes
4–5 minutes
Multi-modal
3–5 minutes
5–7 minutes
Authentication
of research
process
Evidence that supports authentication of student work may be:
Teacher
involvement /
scaffolding
Origin of
research
question

annotated notes in response to issues that emerged during research
(e.g. journals, experimental logs)

teacher observation sheets

research checklists

self/peer assessment

referencing and reference list.
Consultation and feedback on research process should be provided judiciously,
gradually being reduced with student experience and confidence.
Scaffolding should be provided to help
students complete the assessment by
modelling the expected processes and
genre. It should not specify the
biology, nor lead the student through a
series of steps dictating a solution.
Scaffolding of the task in the form of a
series of generic questions which
opens out the task making it
accessible to all students is quite
appropriate; however, through the
year scaffolding should be reduced to
allow the student to better
demonstrate independence in the
research process.
Provided by the teachers and/or
negotiated; rationale for the question
should be evident.
Provided and/or negotiated by teacher
and student; rationale that gives a
context for the question is expected
from the student.
Biology Senior Syllabus
29
Category 3: Written task
Characteristics and considerations
This assessment technique must be conducted under supervised conditions to ensure authentication
of student work.
The individual items making up the task must provide adequate opportunities for students to
demonstrate their level of biological expertise across the full range of standards in the syllabus.
Forms
1. short response tests, e.g. items requiring sentence responses or short paragraph responses
2. short response to stimulus test
3. other short written responses under test conditions such as editorials, news articles
4. or a combination of the above.
Length
Recommended time: 1–1½ hours.
Perusal times may be required.
Responses to about 300 words
maximum per item
Recommended time:
1½–2 hours. Perusal times may be
required.
Responses to about 500 words
maximum per item
5. Essay under test conditions in which the student gives a response to a question or statement,
mainly by reference to sources supplied. The question or statement is not provided before the test
(unseen).

If the sources are unseen, they should be of a type and length to allow students to handle in
a reasonable preparation time, e.g. about four sources in Year 11, and about six sources in
Year 12. Also they should be of a reading level that students can manage in the allocated
time.

If the stimulus material is complex, students may be given the material before the task.
Schools should be clear with respect to the time made available and the material that can be
taken into the test situation. Students should not have prior access to the specific questions
used in the test.

Perusal times may be required.
Length
Recommended time:
1½–2 hours
Recommended time:
1½–2 hours
500–600 words
600–800 words
Biology Senior Syllabus
30
7.7
STANDARDS ASSOCIATED WITH EXIT CRITERIA
Investigating biology
Understanding biology
A
B
C
D
E
The student communicates their
understanding by:
The student communicates their
understanding by:
The student communicates their
understanding by:
The student states terminology
and ideas relevant to concepts.

making links between related ideas,
concepts, principles and theories to
reveal meaningful interrelationships



applying knowledge and understanding
to a range of complex and challenging
tasks.
explaining ideas, concepts,
principles and theorie,s and
describing interrelationships
between them
defining and describing
ideas, concepts, principles
and theories, and identifying
interrelationships
The student communicates their
understanding by stating ideas
and using terminology relevant
to concepts and recalling
interrelationships.

applying knowledge and
understanding to a range of
complex tasks.

applying knowledge and
understanding to a range of
tasks.
The student communicates
investigative processes by
following instructions to collect
and organise data.
The student communicates investigative
processes by:
The student communicates
investigative processes by:
The student communicates
investigative processes by:
The student communicates
investigative processes by:

formulating justified researchable
questions

formulating researchable
questions

identifying researchable
questions

following instructions to
collect and organise data

designing, modifying and implementing
investigations

selecting, modifying and
implementing investigations

selecting and implementing
investigations

using data to answer
questions.

collecting and organising data to
identify trends and interrelationships

collecting and organising
data to identify trends

collecting and organising
data

interpreting and critically analysing
results with links to theoretical concepts
to draw conclusions relating to the
question(s)

interpreting results and
drawing conclusions relating
to the question(s)

discussing results and
drawing conclusions.


evaluating the design of the
investigation and reflecting on the
adequacy of the data collected and
proposing refinements.
evaluating the design of the
investigation and the
adequacy of the data
collected.
Biology Senior Syllabus
31
Evaluating biological issues
The student communicates by:
The student communicates by:
The student communicates by:
The student communicates by:

gathering, critically analysing and
evaluating information and data from a
variety of valid and reliable sources


gathering information and
data from a variety of
sources

gathering and using
biological information to
make statements

integrating the information and data to
make justified and responsible
decisions
gathering, analysing and
evaluating information and
data from a variety of valid
and reliable sources


recognising that a given
issue has biological
implications.
considering alternatives and predictions
relevant in past, present and future
biological contexts.

recognising alternatives and
predictions that are relevant
in a range of present-day
biological contexts.
selecting relevant
information and data to
make plausible decisions
and predictions in a range
of biological contexts

integrating the information
and data to make supported
decisions

recognising concepts that
form the basis of presentday biological issues.

Biology Senior Syllabus
32
The student communicates by
using supplied information to
make statements.
8
EDUCATIONAL EQUITY
Equity means fair treatment of all. In developing work programs from this syllabus,
schools are urged to consider the most appropriate means of incorporating the
following notions of equity.
Schools need to provide opportunities for all students to demonstrate what they know
and what they can do. All students, therefore, should have equitable access to
educational programs and human and material resources. Teachers should ensure that
the particular needs of the following groups of students are met: female students; male
students; Aboriginal students; Torres Strait Islander students; students from non–
English-speaking backgrounds; students with disabilities; students with gifts and
talents; geographically isolated students; and students from low socioeconomic
backgrounds.
The subject matter chosen should include, whenever possible, the contributions and
experiences of all groups of people. Learning contexts and community needs and
aspirations should also be considered when selecting subject matter. In choosing
appropriate learning experiences teachers can introduce and reinforce non-racist, nonsexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning
experiences should encourage the participation of students with disabilities and
accommodate different learning styles.
It is desirable that the resource materials chosen recognise and value the contributions
of both females and males to society and include the social experiences of both sexes.
Resource materials should also reflect the cultural diversity within the community and
draw from the experiences of the range of cultural groups in the community.
Efforts should be made to identify, investigate and remove barriers to equal
opportunity to demonstrate achievement. This may involve being proactive in finding
out about the best ways to meet the special needs, in terms of learning and assessment,
of particular students. The variety of assessment techniques in the work program
should allow students of all backgrounds to demonstrate their knowledge and skills in
a subject in relation to the criteria and standards stated in this syllabus. The syllabus
criteria and standards should be applied in the same way to all students.
Teachers may find the following resources useful for devising an inclusive work
program:
Australian Curriculum, Assessment and Certification Authorities 1996, Guidelines for
Assessment Quality and Equity, Australian Curriculum, Assessment and Certification
Authorities, available through QSA, Brisbane.
Department of Education, Queensland 1991, A Fair Deal: Equity guidelines for
developing and reviewing educational resources, Department of Education [Education
Queensland], Brisbane.
Department of Training and Industrial Relations 1998, Access and Equity Policy for the
Vocational Education and Training System, DTIR, Brisbane.
[Queensland] Board of Senior Secondary School Studies 1994, Policy Statement on
Special Consideration, available through QSA, Brisbane.
[Queensland] Board of Senior Secondary School Studies 1995, Language and Equity: A
discussion paper for writers of school-based assessment instruments, available through
QSA, Brisbane.
[Queensland] Board of Senior Secondary School Studies 1995, Studying Assessment
Practices: A resource for teachers in schools, available through QSA, Brisbane.
Biology Senior Syllabus
33
9
GLOSSARY
Algorithm
Process or set of rules to be used; systematic procedure to solve a problem in a finite
number of steps; step-by-step approach.
Analyse
To break up a whole into its parts, to examine in detail to determine the nature of, to
look more deeply and to detect the relationships between parts.
Assessment instrument / task
Particular methods developed and used by a school to gather information about
student achievement.
Assessment techniques
The methods (categories) identified in the syllabus to gather evidence about student
achievement. Senior syllabuses describe suitable techniques and prescribe the mix of
assessment techniques for verification folios.
Communicate
Convey information about; make known; impart; reveal clearly; manifest.
Compare
Displaying recognition of similarities and differences and recognising the significance
of these similarities and differences.
Conclusion
Final result or summing up; inference deduced from previous information; reasoned
judgment.
Contextualised
A context is a framework for linking concepts and learning experiences that enables
students to identify and understand the application of biology to their world. A context
is a group of related situations, phenomena, technical applications and social issues
likely to be encountered by students. A context provides a meaningful application of
concepts in real-world situations.
Contrast
Displaying recognition of differences by deliberate juxtaposition of contrary elements.
Criteria
A property, dimension or characteristic by which something is judged or appraised. In
senior syllabuses, the criteria are the significant dimensions of the subject, described
in the rationale and used to categorise the general objectives and exit criteria.
Data
In the context of the Biology syllabus, data are thought of as documented information
or evidence of any kind that lends itself to biological interpretation. Data may be
quantitative or qualitative.
Decision
The process of coming to a conclusion or determination about something; resolve,
form conclusions, provide judgment for an answer; choice formed after considering
various alternatives.
Biology Senior Syllabus
34
Deduce
Infer; reach a conclusion which is necessarily true provided a set of assumptions is
true.
Demonstrate
Explain process; prove or show to be true; provide evidence.
Depth
The development of knowledge and understandings from simple through to complex.
Discuss
Consider a particular topic in speaking or writing; talk or write about a topic to reach a
decision.
Estimate
Calculate an approximate amount or quantity.
Evaluate
Establishes the value, quality, importance, merit, relevance or appropriateness of
information, data or arguments based in logic as opposed to subjective preference.
Exit level of achievement
The standard reached by students at exit judged by matching standards in student work
with the exit criteria and standards stated in a syllabus.
Formative assessment
Formative assessment is used to provide feedback to students, parents, and teachers
about achievement over the course of study. This enables students and teachers to
identify the students’ strengths and weaknesses so students may improve their
achievement and better manage their own learning.
General objectives
General objectives are those which the school is intended to pursue directly and
student achievement of these is assessed by the school.
Genre
Genres are conventionalised, staged, purposeful language interactions that occur
among and are recognised by those who participate within a certain culture.
Hypothesis
A tentative explanation for a phenomenon, used as a basis for further investigation.
Identify
Recognise, name or select.
Investigative process
Examine; inquire into something with organisation, care and precision; the questions
chosen should be of interest to students, should encourage additional questioning, and
should challenge students to explore a range of solutions.
Justify
Provide sound reasons based on logic or theory to support response; prove or show
statements are just or reasonable; convince.
Key competencies
The key competencies define skills essential for effective participation in adult life,
including further education and employment.
Biology Senior Syllabus
35
Key concepts
The key concepts are accepted broad scientific (biological) understandings.
Key ideas
The key ideas are statements that illustrate the depth and scope of the key concepts.
Moderation
Moderation is the name given to the quality assurance process for senior secondary
studies used by the QSA to ensure that:
Authority subjects taught in schools are of the highest possible standards,
student results in the same subject match the requirements of the syllabus and are
comparable across the State, and
the process used is transparent and publicly accountable.
Problem-based
Problem-based learning allows students to engage in a real and intellectual inquiry
where thinking and problem-solving skills are naturally developed while mastering
important subject knowledge and understandings.
Qualitative
Concerned with quality; verbal analysis.
Quantitative
Concerned with measurement; mathematical analysis.
Reliability
Able to be trusted to be accurate or correct or to provide a correct result.
Scaffolding
The scaffolding analogy comes from the building industry, and refers to the process of
supporting a student’s learning to solve a problem or perform a task that could not be
accomplished by that student alone. The aim is to support the student as much as
necessary while they build their understanding and ability to use the new learning;
then gradually reduce the support until the student can use the new learning
independently.
Solution
Answers to problems, investigations, research or questions.
Standard
A standard is a fixed reference point for use in assessing or describing the quality of
something. In senior syllabuses, standards are usually described at five points within
each exit criterion.
Student profile of achievement
This records information about student performance on tasks undertaken periodically
throughout the course of study. Techniques are chosen to sample the significant
aspects of a course across relevant exit criteria to ensure balance in assessment. In
particular, it is important that the profile of achievement illustrates how assessment of
significant aspects is selectively updated and eventually leads to summative
assessment within each exit criterion.
Biology Senior Syllabus
36
Summative assessment
Summative assessment provides cumulative information on which levels of
achievement are determined at exit from the course of study. It follows, therefore, that
it is necessary to plan the range of assessment instruments or tasks to be used, when
they will be administered, and how they will contribute to the determination of exit
levels of achievement.
Thematic
Themes are unifying organisers that integrate elements in authentic and purposeful
ways.
Theory
A set of facts, propositions, or principles analysed in their relation to one another and
used, especially in science, to explain phenomena.
Validity
Sound, reasonable, relevant, defensible, well grounded, able to be supported with logic
or theory.
Verification
Towards the end of Year 12, school submissions, one for each Authority subject, are
sent to the relevant (usually district) review panels who review the material to confirm
that the standards assigned to students’ work are in line with the descriptors in the
syllabus. These submissions comprise folios of the work of sample students about to exit
from the course of study, together with the school’s judgment of the value of the work of
each of those students.
Verification folio
This is the collection of documents (tests, reports, assignments, checklists and other
assessment instruments) used to make the decision about a student’s level of
achievement. At October verification, it will contain four to six pieces of work that
conform to the underlying principles of assessment as outlined in section 7.1. Usually
these pieces of work will be common to all submitted folios.
Work program
The school’s program of study in Authority and Authority-registered subjects for
which the students’ results may be recorded on Queensland Studies Authority
certificates (requirements are listed on the QSA website).
Biology Senior Syllabus
37
10 RESOURCES
The selection of resource material to support study in Biology will be governed to
some extent by local factors. It is unlikely that there is a single student or teacher
resource that can be universally applied to all programs.
QSA website
The QSA website provides essential resources for teachers of Senior Biology. The
website address is www.qsa.qld.edu.au/yrs11_12/subjects/biology/index.html or go to
www.qsa.qld.edu.au/ > Yrs 11 & 12 > A list of senior syllabuses and associated
resources > Biology.
Syllabus and related materials
Syllabus (2004)
Subject guide
Biology work program requirements (2004 syllabus).
Subject-specific resources
Including:
information about assessment conditions
work programs
 approval review notes
 samples
task and task sheet design
sample assessment tasks
unpacking the exit standards
information on planning a course of study.
Community resources
The material and personnel resources of the local community can help the study of
biology. Many aspects of the Biology syllabus could be directly related to local
environments. Government departments or agencies are a source of personnel who
may provide valuable assistance or advice. The Queensland Museum provides another
valuable storehouse of biological materials and expert knowledge.
There may be protocols that must be observed when working with Aboriginal and
Torres Strait Islander organisations and community groups, for example meeting with
the elders before an activity is conducted. One such set of protocols may be found in
the Aboriginal and Torres Strait Islander Studies senior syllabus.
Electronic media
The ABC television series “Catalyst” usually contains items of value. Documentaries
produced by the National Geographic Society and similar bodies are telecast frequently
and copies of these programs are available, for educational use, at a reasonable cost.
Biology Senior Syllabus
38
“The Science Show” and “Ockham’s Razor” are regular radio series (on ABC Radio
National) pitched at an appropriate level.
Learning technology
Several computer programs are suitable for use in studying Biology. Such programs
include tutorial software, databases of information and simulations of processes and
events. CD-ROMs provide interactive access to information presented in a variety of
forms. The Science Teachers Association of Queensland in conjunction with QSA and
Education Queensland has produced the Biology Resources Project 2006 CD-ROM.
There are also many internet sites offering a rich source of material on topical issues.
Newspaper reports
Some newspapers carry regular columns and features on the impact of science and
technology on Australian industry and society. Local papers can also be a source of
useful data. The compilation of news files on particular topics can broaden candidates’
knowledge. Such news files can also provide a valuable source of material for
developing assessment instruments.
Periodicals
Many useful teaching strategies are reported in the Australian Science Teachers’ Journal
as well as the respective state science teachers’ journals such as The Queensland Science
Teacher. These journals often contain details and information about free materials,
teaching kits and some worthwhile commercial packages. Useful topics may also be found
in science research journals and discipline-specific journals. Lists of these are contained in
listings of periodicals held in most libraries.
Commonwealth Science and Industrial Research Organisation (CSIRO) publications
contain articles of direct relevance to the topics of this syllabus. Other publications
from various sources such as the Australian Academy of Science, conservation and
environmental groups and scientific organisations may contain recent and useful
information.
Popular science periodicals such as Scientific American and New Scientist provide
information on areas of latest research. Australasian Science and the CSIRO
periodical Helix contain relevant articles. School librarians would be able to provide
assistance with identifying and locating other useful periodicals.
Science centres
A number of science centres have been set up in capital cities and in mobile format.
For example Questacon — the National Science and Technology Centre in Canberra
and the Queensland Museum Sciencentre in Brisbane offer information and programs
for schools.
Textbook and other resources
A wide variety of textbooks and resource materials could be used to supplement a
course in Biology. Book suppliers can provide details regarding new publications. The
following texts are suggested:
Biology Senior Syllabus
39
Allan, R. 2005, Year 11 Biology, Biozone International Ltd, Hamilton.
ISBN 1 877329 51 7.
Allan, R. 2005, Year 12 Biology, Biozone International Ltd, Hamilton.
ISBN 1 877329 52 5.
Aubusson, P. & Kennedy, F. 2003, Biology in Context: The spectrum of life, Oxford
University Press, Melbourne, Vic.
Huxley, L.M. & Walter, M. 2005, Biology: An Australian perspective, Oxford
University Press, Melbourne, Vic. ISBN 0 19 551723 7.
Kinnear, J. & Martin, M. 2004, Biology Book 1, Preliminary Course, Jacaranda HSC
Science, John Wiley, Milton Qld. ISBN 0 7016 3424 3.
Kinnear, J. & Martin, M. 2004, Biology Book 2, HSC Course, Jacaranda HSC Science,
John Wiley, Milton Qld. ISBN 0 7016 3465 0.
Mason, M., Weller, B., Tsilemanis, C., Fullerton, K., Coffey, R. & Spenceley, M.
2004, Biology: A Contextual Approach, Student Activity Manual, Heinemann,
Melbourne. ISBN 1 74081 354 5.
Spenceley, M., Weller, B., Mason, M., Fullerton, K., Tsilemanis, C., Evans, B.,
Ladiges, P., McKenzie, J. & Batterham, P. 2004, Biology: A contextual approach,
Heinemann, Melbourne. ISBN 1 74081 351 0.
Snyder, W., Kennedy, E. & Aubusson, P. 1990, Biology — The spectrum of life,
Oxford University Press, Melbourne. ISBN 0 19 553067 5.
Websites
A plethora of interactive and static websites exist that can be used to enhance study in
Biology. Here are a few:
Commonwealth Scientific and Industrial Research Organisation (CSIRO) (resources,
activities and awards for school science education programs)
http://www.csiro.au/
Schoolscience (a UK site with free online resources showing how to apply the science
that students learn in school)
www.schoolscience.co.uk/
Australian National Botanic Gardens and Australian National Herbarium (information
to promote Australia’s flora — school education programs, botanical databases,
biodiversity, etc.), Department of the Environment and Heritage
www.anbg.gov.au/
Birds Australia (information about Australian birds, watching birds, studying birds,
endangered species, etc.)
www.birdsaustralia.com.au/
Science.gov.au (Australian Government science portal that has a section on Biological
Science and Biotechnology)
www.science.gov.au/
How Stuff Works (easy-to-read articles, and links to a huge number of subjects,
including introductory science topics)
http://science.howstuffworks.com/
Biology Senior Syllabus
40
EdNa Queensland Senior Secondary Sciences Group (discussion group for teachers of
Senior Science in Queensland)
www.groups.edna.edu.au
Nova: Science in the news (published by the Australian Academy of Science)
www.science.org.au/nova/
Biotechnology Online School Resource (an Australian Government Initiative which is
designed to fit with Australian State and Territory Science curriculums)
www.biotechnologyonline.gov.au/
The Gene CRC
http://www.genecrc.org
UK Biobank (resource for ethical research into genetic and environmental factors that
impact on human health and disease)
http://www.ukbiobank.ac.uk
The basics and beyond from the Genetic Science Learning Centre (The University of
Utah)
http://gslc.genetics.utah.edu/
Biology Senior Syllabus
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APPENDIX 1: POSSIBLE MATCH —
KEY CONCEPTS AND KEY IDEAS
Possible match — key concepts (in bold type) and key ideas (in standard type)
1
Cells are the functioning units of all living things
1
Cells have a chemical composition that must be maintained for the continued life of the cell
2
Organelles contribute to the structure and functioning of eukaryotic cells
3
There are different types of cells and the ways they are organised influences their functioning
4
Energy required by all living things is obtained in different ways
5
Cell division is an integral part of growth and reproduction
6
The set of systems comprising an organism enables it to function in its environment
7
All systems are interrelated and interdependent
8
Systems of the body work together to maintain a constant internal environment
10
Malfunctioning in one system or part of a system may affect the whole organism
11
The external features & internal functioning of organisms together enable an organism to obtain its needs
16
An organism has adaptations specific to its environment
22
In most organisms coded instructions within the DNA molecule account for their inherited characteristics
23
During reproduction DNA is passed from parent(s) to offspring
26
Humans group organisms in a variety of ways to make sense of diversity and to aid communication
2
Multi-cellular organisms are functioning sets of interrelated systems
4
Energy required by all living things is obtained in different ways
6
The set of systems comprising an organism enables it to function in its environment
7
All systems are interrelated and interdependent
8
Systems of the body work together to maintain a constant internal environment
10
Malfunctioning in one system or part of a system may affect the whole organism
11
The external features and internal functioning of organisms together enable an organism to obtain its needs
16
An organism has adaptations specific to its environment
Biology Senior Syllabus
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3
Organisms live an interdependent existence in environments to which they are adapted
4
Energy required by all living things is obtained in different ways
6
The set of systems comprising an organism enables it to function in its environment
7
All systems are interrelated and interdependent
9
Different types of multicellular organisms have different roles in an environment
10
Malfunctioning in one system or part of a system may affect the whole organism
11
The external features and internal functioning of organisms together enable an organism to obtain its needs
12
Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13
Energy and matter move within ecosystems
14
Human actions have significant impacts on interactions within an environment
15
Different organisms perform different interdependent roles in an ecosystem
16
An organism has adaptations specific to its environment
17
Living things employ a variety of reproductive strategies
19
Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
20
The activity of organisms changes the environment
21
Evidence shows that organisms and ecosystems change through time
24
The genetic variations within a population determines its long-term survival
25
Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms
26
Humans group organisms in a variety of ways to make sense of diversity and to aid communication
4
A variety of mechanisms result in continual change at all levels of the natural world
1
Cells have a chemical composition that must be maintained for the continued life of the cell
2
Organelles contribute to the structure and functioning of eukaryotic cells
3
There are different types of cells and the ways they are organised influences their functioning
4
Energy required by all living things is obtained in different ways
5
Cell division is an integral part of growth and reproduction
6
The set of systems comprising an organism enables it to function in its environment
7
All systems are interrelated and interdependent
8
Systems of the body work together to maintain a constant internal environment
9
Different types of multicellular organisms have different roles in an environment
10
Malfunctioning in one system or part of a system may affect the whole organism
12
Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13
Energy and matter move within ecosystems
14
Human actions have significant impacts on interactions within an environment
15
Different organisms perform different interdependent roles in an ecosystem
19
Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
20
The activity of organisms changes the environment
21
Evidence shows that organisms and ecosystems change through time
24
The genetic variations within a population determines its long-term survival
25
Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms
Biology Senior Syllabus
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5
There are processes which maintain dynamic equilibrium at all organisational levels
1
Cells have a chemical composition that must be maintained for the continued life of the cell
2
Organelles contribute to the structure and functioning of eukaryotic cells
4
Energy required by all living things is obtained in different ways
5
Cell division is an integral part of growth and reproduction
7
All systems are interrelated and interdependent
8
Systems of the body work together to maintain a constant internal environment
9
Different types of multicellular organisms have different roles in an environment
12
Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13
Energy and matter move within ecosystems
15
Different organisms perform different interdependent roles in an ecosystem
23
During reproduction DNA is passed from parent(s) to offspring
6
There are mechanisms by which characteristics of individuals in one generation are passed on to the next
generation
5
Cell division is an integral part of growth and reproduction
17
Living things employ a variety of reproductive strategies
18
Human understanding of the mechanisms of reproduction and DNA structure and function have led to intervention
in natural processes
19
Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
21
Evidence shows that organisms and ecosystems change through time
22
In most organisms coded instructions within the DNA molecule account for their inherited characteristics
23
During reproduction DNA is passed from parent(s) to offspring
24
The genetic variations within a population determines its long-term survival
25
Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms
Biology Senior Syllabus
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APPENDIX 2: SAMPLE COURSE ORGANISATION A
Semester
Reminder: UB = Understanding biology. IB = Investigating biology. EBI = Evaluating biological issues. AV = Attitudes and values.
Term
General objectives
Unit
Time
Key concepts
Key ideas
Manipulative skills
UB
IB
1
Scope of Biology
28 hr
1,2,3,4,5,6
1, 3, 4, 6, 7, 8, 9, 11, 12, 14–
17,19,21–23
1, 3, 5, 6
1,2
1, 3
2
Your body
28 hr
1,2,5
1, 2, 6–8, 11, 16, 17, 18
1, 2, 4, 5, 6
1–3
1–4
1, 3, 4
3
Home garden
28 hr
1,2,3,6
4–7, 9, 12, 15, 20, 26
1, 2, 3, 4, 5, 6
1–3
1–4
1, 3 4
4
Combating disease
28 hr
1,2,3,4,5
2, 3, 6, 7, 8, 10, 16, 26
1, 3, 5, 6
1–3
1–5
1–4
1
4 Mile Creek study
28 hr
3,4,5
12–16, 20, 26
1, 3, 4, 5, 6
1–3
1–5
1–4
2
It’s all in the genes
28 hr
1,2,4,6
1, 2, 5, 10, 22–25
1, 4, 5
1–3
1–5
1–4
3
Independent research project
28 hr
Identified by students
Identified by students
Project dependant
1–3
1–5
1, 2
4
Origins and futures
28 hr
3,4,5,6
1–4, 6,9, 16–26
1–3
1–5
1–4
1
EBI
2
3
4
Task no.
Semester
Sample assessment plan A
Criteria
Unit
Assessment category
Key concepts (KC)
UB
IB
1
Scope of Biology
Written task
1, 2, 3, 4, 5, 6


2
Your body
Extended response
1, 2, 5


3
Home garden
Extended experimental investigation
1, 2, 3, 6


4
Combating disease
Extended response
1, 2, 3, 4, 5



5
4 Mile Creek study
Field data analysis
3, 4, 5






1
2
3
6
Extended response
Its all in the genes
7
4
8
1, 2, 4, 6
Written task
Independent research project
Extended experimental investigation
Identified by students
Biology Senior Syllabus
45


EBI



9
Origins and futures
Extended response
3, 4, 5, 6
Biology Senior Syllabus
46



Sample student profile A
Scope of biology
Written task
*(multiple choice, short
response)
1
Your body
Extended response
*(seminar)
Internal reporting
2
Home garden
Extended experimental
investigation
Combating disease
Extended response
*(hypothetical)
Monitoring/internal reporting
3
4 Mile Creek study
Field data analysis
Extended response
*(argumentative
essay/debate)
Its all in the genes
Written task
*(problem solving, short
responses)
Internal reporting
4
Independent research project
Extended experimental
investigation
Verification
Origins and futures
Extended response
*(multimedia presentation)
Exit
Level of achievement
* specific nature of the task can vary from year to year and may be written in the profile accordingly.
Biology Senior Syllabus
47
Evaluating biological
issues
Assessment task
Investigating biology
Unit
Understanding
biololgy
Semester
Criteria
APPENDIX 3: SAMPLE COURSE ORGANISATION B
(55 hrs)
Semester 1
Semester 2
(55hrs)
(55 hrs)
Semester 3
Year 12
Semester 4
(55 hrs)
Year 11
Units/themes
Cell biology & energetics
Unit
length
weeks
9
Assessment
Key
concepts
1, 5
Key ideas
1, 2, 3, 4, 5, 22, 23
Description
Task type
Conditions
Written test
WT
90 minutes supervised
ER
5 wks preparation—in-class
presentation
WT
7 weeks data collection—
in-class supervised response
EEI
6 wks data collection—
in-class response
ER
4 weeks in-class preparation—
seminar presentation
WT
4 weeks of journal and
supervised response
EEI
Teacher-monitored,
5 weeks class time
2 days field studies
WT
3 weeks research, supervised
response

short answer

response to
stimulus
Evolution & diversity
11
3, 4, 6
2, 3, 6, 9, 11, 16, 17,
18, 19, 20, 21, 22, 23,
24, 25, 26
Multimedia presentation of
two animal groups
Regulation of the internal
environment
11
2, 5
3, 4, 6, 7, 8, 10, 11
Collection of data –
(1o & 2o) Olympic athlete
focus
Responsiveness &
coordination
9
2, 5
1, 3, 4, 6, 7, 10, 11, 14,
16
Experimental investigation
Genetics & molecular biology
11
1, 6
1, 2, 3, 4, 5, 18, 22, 23,
24,
Research of new
application
Reproduction & development
9
2, 4, 6
1, 5, 11, 16, 17, 18, 22,
23, 24, 25
Problem-based learning
Ecology
13
3,4
4, 6, 7, 9, 11, 12, 13,
14, 15, 16, 20, 21
Field studies
The search for better health
7
1, 2, 3, 4, 5,
6
1, 2, 3, 4, 5, 6, 8, 10,
14, 16, 20
Research investigation,
case studies
Biology Senior Syllabus
48
Unit: Cell biology & energetics
Time: 9 weeks
Overview: All organisms are composed of one or more cells. The cell is the smallest unit that retains the characteristics of life. Each new cell arises from pre-existing cells. Life originated
in water and is dependent on water for survival. Cells use elements and compounds. Carbohydrates and lipids are the cell’s main sources of energy and building blocks. Nucleic acids are
the basis of inheritance. Proteins serve many functions in structure, transport, movement, cell activity, and defence. The structure of the cell is related to its function. Cells use energy to
build, store, break apart and eliminate substances in ways that help them survive and reproduce. Carbon-based compounds are the building blocks and energy stores of life. Plants
assemble these compounds by photosynthesis. All cells can release energy stored in glucose and other organic compounds.
General objectives
Main focus
Points of interest
Key ideas
Learning experiences
AV
UB
IB
Inside/outside
The cell membrane is the barrier between the cell’s
interior and its surrounding environment. It is selective
in what it allows to pass. Materials are categorised.
1
Develop a concept map of materials of life based on
provided concepts and links.
Investigate models of cell membranes
2, 3
1, 2
3, 4
There are different mechanisms for the movement of
material.
Functioning cells
Cell structure

EBI
Investigate function of cell membrane
(MS 1, 6)
1, 2, 3
Model cell structure - analyse limitations of model
Compare and contrast analysis of prokaryotic /
eukaryotic cells
(MS 1)
2,
1, 2
3, 4
4, 5
Animal
 Plant
Comparison of prokaryotic and eukaryotic cells
Harvesting energy
Autotrophs are “self-nourishing”. They utilise CO2
from the atmosphere and water to manufacture food.
Photoautotrophs use sunlight as their energy source.
Chemoautotrophs use chemicals.
2, 3, 4
Does photosynthesis on coral vary throughout the
day? Structured analysis of data.
(MS 6)
4, 5, 6
1, 2, 3
Metabolism
Organisms release energy stored in glucose and other
organic compounds, then use it in ATP production
2, 3, 4
Killer bees – why do they do everything faster?
Inquiry process
2, 3, 4
1, 2, 3
Cell division in
prokaryotes and
eukaryotes
Mitotic cell division is the basis of growth and tissue
repair in multicellular organisms – it keeps the
chromosome number constant. Meiosis occurs only in
the cells set aside for sexual reproduction
1, 2, 5, 22,
23
Co-operative learning - Flow chart development of
both mitosis and meiosis
2,
1, 2
Biology Senior Syllabus
49
1, 2, 3
1, 3
3
Unit: Evolution & diversity
Time: 11 weeks
Overview: Evidence suggests that life originated 3.8 billion years ago. The history of life spans five intervals of geological time and has been influenced by asteroid impacts, drifting and
colliding continents and other environmental insults. The diversity of life is the result of the divergence of primitive bacterial cells into three great lineages — archaebacteria, prokaryotes and
eukaryotes. Natural selection and adaptation are thought to account for the rich diversity of life in present times. Comparisons using fossils, anatomy, and biochemical information are used
to identify organisms and track lineage. Classification directs information about species into organised retrieval systems.
General objectives
Main focus
Points of interest
Key ideas
Learning experiences
AV
UB
IB
EBI
Evolution?
Evidence of evolution comes from
investigations that began two centuries ago.
Difference in survival and reproduction among
individuals that differ in one or more traits are
the basis for natural selection.
16, 17, 19,
21, 22, 23,
24, 25
Stimulus response task involving natural selection
and speciation.
Development of cladograms (internet access)
1, 2, 3
1, 2, 3
3
1, 2, 3
From single cells to
multicellular organisms
All the inorganic and organic compounds
necessary for self-replication, membrane
assembly and metabolism could have formed
spontaneously under conditions that existed
on early earth.
2, 3,16,
19,
Where did organelles come from? Cooperative
learning – inquiry process
1, 2, 3
1, 2, 3
3
Grouping organisms –
monera, protista, fungi
Microorganisms are judged according to their
impact on human lives. Many cause disease.
3, 20, 21,
25, 26
Cooperative learning Investigation of characteristics
of each group and a disease caused by an organism
from each of the three groups.
Discussion of characteristics of viruses and how they
fit into the living world.
1, 2,
4, 5, 6
1, 2, 3
1,
Grouping organisms - Plants
All but a few plants are multicellular
photosynthesisers. Although their earliest
ancestors lived in water, most are adapted to
land.
2, 3, 6, 11,
16, 17 25,
26
Plant classification collection, example of bryophye,
fern, gymnosperm and angiosperm
1, 2,
4, 5, 6
1, 2, 3
1
Animals are multicellular, aerobic heterotrophs
that ingest or parasitise other organisms.
Grouping of animals is complex.
9, 11, 20
26
Groups prepare multi media presentation of two
groups in the animal kingdom. Compare and
contrast between
1, 2,
4, 5, 6
1, 2, 3
1
Grouping organisms animals
Development of life cycle diagrams
(MS 4, 5)
Biology Senior Syllabus
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Unit: Ecology
Time: 13 weeks
Overview: Within their environment, organisms interact with each other and their non-living surroundings forming ecosystems. Ecosystems may vary enormously in size and complexity.
Energy and matter transfer through ecosystems and can be identified in food chains and webs. Ecosystems respond to external pressures and adjust accordingly. Organisms are adapted
to succeed in their surroundings. Australia has a unique environment comprising a variety of valuable ecosystems. Each ecosystem plays a vital role in the overall balance life.
General objectives
Main focus
Points of interest
Key ideas
Learning experiences
AV
UB
IB
EBI
Transfer of energy and
matter

Law of conservation of energy
4, 9, 13
1, 2, 3
3
1
Energy and matter cycles
Group discussion and investigation of essential
cycles
2,

Relationships

Abiotic factors
11, 12, 15
1, 2, 5
1, 2, 3
2

Biotic factors
1, 2,
3, 4

Interspecies relationships
Development of models to represent and interpret
and interpretation of food webs
Investigation of beneficial and detrimental
relationships
“What if” scenarios

Populations
12, 21
Skills development
1, 2
2
3, 4

Succession

Measurement

Australian ecosystems
1, 2, 3
1, 2, 3

Adaptation of organisms to the
environment
2, 3,
4, 5
1, 2,
3, 4,
5, 6
1, 2, 3
2, 3, 4
Distribution and abundance
of populations
Adapting to unique
environments

Transects, quadrats, capture/ recapture
techniques
 Measurement of physical factors
(MS 3, 4)
4, 11, 12, 15,
16, 20
Identification of Australian ecosystems
Investigation of environmental limits

Viscosity, buoyancy, temperature, pressure, salt,

Gas exchange, water balance, temperature
control
(MS 3, 6)
Field Studies
Contact with a variety of ecosystems
Appreciation of human impact on natural
environments
4, 11, 12, 13,
14, 15, 16,
20
Two day field trip to investigate and measure

Sand dune succession

Rocky platform

Mangrove environment
 Estuary influence
Collection and Analysis of data (1o and 2o)
(MS 1, 3, 4, 5, 6)
Biology Senior Syllabus
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1, 2,
3, 4
Assessment overview
1
Task
Semester
Criteria
1
Unit
Assessment task
Key concepts
UB
IB
Cell biology & energetics
Written task
1, 5


3, 4, 6

EBI
Written test comprising short answer responses and response to stimulus —
both sections provide opportunities for application of knowledge at range of
levels.
2
Evolution & diversity
Extended response

Multimedia presentation to demonstrate characteristics of two distinct
groups.
Cladogram and explanation of the mechanism of two species from one of
the groups.
2
3
4
3
Regulation of the internal environment
Written task
Stimulus response task based on homeostasis. Unseen questions
2, 5



4
Responsiveness & coordination
Extended experimental investigation
Student-directed design and collection of data. Analysis of results.
Assessed in stages. Final task to answer unseen questions under
supervision.
2, 5


5
Genetics & molecular biology
Extended response
Media analysis of topical issue compared with the scientific research on the
topic.
1, 6


6
Reproduction & development
Written task
Response to information gathered in PBL — e.g. What happens if identical
twins marry and have children. Unseen questions.
2, 4, 6


7
Ecology
Extended experimental investigation
3, 4



1, 2, 3, 4, 5, 6



Ecological field study.
Collection of raw data and subsequent analysis of an aspect of the data.
Presented as a recommendation to a nominated audience.
8
The search for better health
Written task
Case study of nominated disorder — response based on justified decision
from information provided and gathered.
Biology Senior Syllabus
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Student profile
Task
1
Criteria
U
2
I
E
U
3
I
E
U
4
I
E
U
I
E
Monitoring
5
U
U
I
E
6
I
E
A
B
C
D
E
No rating
Biology Senior Syllabus
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U
7
I
E
U
I
B
Verification
8
U
U
I
E
Exit
I
E
U
I
E
Interim level of achievement
Biology Senior Syllabus
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APPENDIX 4: UNITS
For schools writing their own units the recommended generic features to be included are:

Title: giving an indication of the area of biology being presented

Time: in hours

Context: providing a biological background to the unit of work

Key concepts, key ideas and general objectives and skills being developed

Assessment: linked to general objectives and learning experiences

Broad focus descriptor and suggested time

Learning experiences clearly showing the purpose of the learning experience and the relationship to the general objectives

Specific content suggesting the depth and breadth of biology being developed in the unit of work.
The following are sample units which use these features.
Biology Senior Syllabus
55
Title: Human impact
Time: 45 hours (13 week) unit
How is the urban spread of the local community impacting on local ecosystems? Are there sustainable ways that our community can manage the impacts on
the local environment?
Context overview: Australia has a unique environment comprising a variety of valuable ecosystems. Each ecosystem plays a vital role in the overall balance of life. The
school is situated in northwestern Queensland and draws water from the artesian basin and the local river, which has seasonal flows. Two large water catchment
containment areas have been created for a nearby mine and the increased town population. From studying their local environment, students will develop an appreciation
of the balance that must be maintained to sustain their local, urban and natural communities.
General objectives
UB 1–3 IB 2–4 and EBI 1–4
Key concepts
3.
Organisms live an interdependent existence in environments to which they
are adapted.
4.
A variety of mechanisms results in continual change at all levels of the
natural world.
5.
There are processes which maintain dynamic equilibrium at all
organisational levels.
Key ideas
7.
All systems are interrelated and interdependent.
12.
Abiotic and biotic factors in an environment influence the size of
populations and the composition of communities.
14.
Human actions have significant impacts on interactions within an
environment.
15.
Different organisms perform different interdependent roles in an
ecosystem.
16.
An organism has adaptations specific to its environment.
20.
21.
26.
The activity of organisms changes the environment.
Evidence shows that organisms and ecosystems change through time.
Humans group organisms in a variety of ways to make sense of diversity
and to aid communication.
Biology Senior Syllabus
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Focus
Possible selected learning experiences
(neither exhaustive nor prescriptive)
Possible subject material
What do I need to know?
Students:

In groups of 4 or 5 examine the native fish aquarium in the
classroom to identify the factors that contribute to the functioning
of an artificial ecosystem. (UB 1, IB3)
Within their environment, organisms interact with each other and
their non-living surroundings (abiotic and biotic factors).

Characteristics of communities; naming communities

Factors that determine distribution and abundance of organisms
List the findings and analyse the data to construct a model of
ecosystem. (IB 3,4)

Adaptations

Collect data from local communities to classify and identify. (UB
1,2 IB 3)

Ecosystems may vary enormously in size and complexity.


Hold a group discussion to compare and contrast different
local urban and natural ecosystems. (UB 1–3, IB4)
Relationships within communities and ecosystems can be
modelled, e.g. food chains, food webs, predator–prey graphs,
diagrammatic representations of ecosystems.

Practise field study techniques. (IB 3, MS3)

field research techniques: quadrats, transects, etc.


Assessment (ER): In groups, collect and analyse ecological data to compare the ecosystems of two ecological areas (one within the local urban area and the
other in an area unaffected by the local industries). Include data about the impact of humans and associated management strategies.
How can I find out
information about these
two ecosystems?
What sorts of data do I
need to use to decide if
there is impact? What
data can I generate?
Students:

identifying relevant secondary data sources

Identify and evaluate the quality of various sources, including newspapers,
journals and web articles, and where appropriate interview stakeholders. (EBI
1,2,3)

methods and approaches to data analysis,
recognition of bias, reliability, validity

Research similar ecosystems to identify community composition,
interrelationships and issues relating to human impact. (UB1–3, IB3,4 EBI 1)

Collect information on the adaptations of significant members of each
community to discuss abiotic–biotic relationships. (UB 1–3 IB 3)

Collect and organise data to present information to class. (IB 3)
Students:

planning a field study

Interview an environmental scientist to develop a field study plan. (IB2,3)

collecting and collating field data

Visit and investigate each of the ecosystems to collect field data. (IB2,3)


Organise and present the data to identify trends and interrelationships. (IB 3)
basic statistical measures and graphing
techniques
Biology Senior Syllabus
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What comparisons can be
drawn from the data?
What are the human
impacts and how can they
be managed?
Students:

Compare input and outputs for each ecosystem to assess the stability of each
ecosystem. (UB 1–3, IB 4)

Compare the communities to obtain a measure of the biodiversity of each
ecosystem. (UB 1–3, IB 4)

Draw food webs from each ecosystem to compare community relationships.
(UB 1-3)

Relate adaptations to abiotic factors to assess the potential of organisms to
cope with change. (UB 1–3, IB 4)
Students:

Participate in a class forum to identify potential and observable impacts of
urbanisation. (EBI 1)

Identify differences between the two ecosystems to assess human impact.
(UB1–3, EBI 1)

Research management strategies that minimise the impact of urbanisation on
the communities. (UB1–3)

Debate in class the human impacts on the ecosystems and possible
management strategies. (EBI 1,4)
Biology Senior Syllabus
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
techniques for analysing data

Impact of:
water containment, habitat fragmentation,
introduced species on biodiversity (distribution and
abundance), urbanisation on waterways,
atmosphere

management strategies for preserving biodiversity,
reducing environmental degradation.
Title: Biotechnology – Fantastic new technology or certain disaster?
This is a unit developed for use with a Year 12 class. The unit builds upon knowledge previously developed in relevant Key Concepts and Key Ideas.
Time: 30 hours
Context overview: Humans have used biochemicals for over two thousand years. In recent years, the technology for the extraction, purification, analysis and
modification of biological molecules has advanced at an enormous rate. When it was understood that nearly all of the genetic information of the cell was contained in
DNA, new concepts were rapidly provided in the 1950s and 1960s. In the 1970s, the breakthrough of recombinant DNA technology took biotechnology, or genetic
engineering, to new heights. The development of laboratory equipment, availability of biomolecules and refinement of techniques has seen the encompassing of
biotechnology in many fields of science, e.g. biochemistry, immunology, food technology, agriculture, microbiology, chemical engineering. Is genetic engineering the
great solution for many health and environmental problems or will future generations pay the price of our interference with nature?
Key concepts
General objectives
1.
Cells are the functioning units of all living things.
UB
4.
A variety of mechanisms results in continual change at all levels of
the natural world.
Manipulative skills 6
1,2,3
IB
1,2,3,4
EBI
1,3,4
Assessment: WT 100 minutes to be conducted in two parts.
Key ideas
1.
Cells have a chemical composition that must be maintained for the
continued life of the cell.
10.
Malfunctioning in one system or part of a system may affect the
whole organism.
14.
Human actions have significant impacts on interactions within an
environment.
18.
Human understanding of the mechanisms of reproduction and DNA
structure and function has led to intervention in natural processes.
25.
Evolutionary processes acting on the gene pools of populations
have given rise to diversity of organisms.
Part A: Multiple choice and Short response items — providing students with
opportunities to demonstrate their understanding of the biology which
underpins DNA and gene biotechnology. (50 minutes)
Part B: Essay — Identify your point of view about a biotechnology and justify the
development of that biotechnology. (400 words) (50 minutes) (topic
unseen)
Biology Senior Syllabus
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Time
(hrs)
1
3
2
3
Focus
Learning experiences
Subject material
How long has
this technology
been around?
Students research major developments in biotechnology throughout
history to recognise the importance of past issues. (EBI 1)
In pairs, students can focus on a particular time to present major
developments to the class. (IB3)
Origins: domestication, artificial selection, use of microbes, gene
technology
Theorists: Pasteur, Jenner, Florey, Watson and Crick, Gellert
Why is the
biomolecule
important?
Examine the structure of major biochemicals; amino acids, enzymes,
proteins and nucleic acids to: recognise that molecules have 3D
shape, understand the structural relationships between molecules,
and relate structure to function (UB 1–2)
Separate amino acids using paper chromatography to demonstrate
extraction of biomolecules (could be expanded to determine the
amino acids of egg white) (IB 1–4, MS6)
Structure and properties of proteins — polymers of amino acids and
other chemicals
Structure of DNA
and replication
Watch video, make a model, draw diagrams, etc. about DNA to:
develop an understanding of the base pairing and double helix
structure of DNA (UB 1–2)
develop an understanding of the process of DNA replication (UB 1–2)
Helical structure base pairing GATC, antiparallel orientation of the two
strands of DNA, gene concept (promoter, terminator)
Use interactive computer software to develop an understanding of
how proteins are synthesised. (UB 1–2)
Transcription, uracil, translation, mRNA, tRNA
Each combination of three bases on the RNA (codon) codes for a
specific amino acid. These amino acids are incorporated into growing
protein molecules.
DNA and protein
synthesis
Discuss protein synthesis to demonstrate the relationship between a
gene and a protein. (UB3)
1
Regulation of
gene expression
Gather information relating to the control of gene expression in
prokaryotes and eukaryotes to develop a summary of the control
mechanisms involved in gene expression (IB 3, UB 1–2)
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Uses: fermentation, vaccine refinement, insulin, agricultural pest
controls, etc.
Nucleic acids — polymers of nucleotides
Technology for the extraction, refinement, analysis and modification of
biomolecules
DNA replication: Primer molecule, DNA polymerase.
Role of plasmids, types of genes, the operon, RNA processing in
eukaryotes
5
What is the role
of enzymes in
biotechnology?
Research examples of the use of enzymes in biotechnologies to identify
some of the chemicals produced by biotransformation. (IB 3, UB 1–2)

discuss the role of enzymes in genetic engineering (IB3, UB 1,2)
contraceptives, cortisone, vitamin C, penicillin, etc.
Catalysts change the rate of a reaction without being affected
themselves.
The activity of an enzyme is dependent on the presence of a specific
molecule which binds to the active site.
temperature, pH, substrate concentration

evaluate the role of micro-organisms in the production of
biomolecules by biotransformation (EBI 1, 4, UB 1–2)
There are many roles of enzymes in genetic engineering — restriction
endonucleases, polymerases, etc.

optical assay/simulation of enzyme activity to demonstrate the
role of enzymes in metabolic processes (IB 2–4, MS6)
Investigate the activity of enzymes to determine the effect of various
variables on enzyme activity. (IB 2,3,4)
Investigate catalysis by enzymes to:
4
3
Extracting and
manipulating
DNA
Genetic change
— mutation and
oncogenes
Research the processes involved in inserting genes into bacteria to
develop an understanding of one of the main techniques of
recombinant DNA technology. (UB 1–2)
Read about recombinant DNA techniques in multicellular organisms’
PCR to discuss scenarios involving genetic engineering. (UB3, EBI4)
Perform DNA extraction to develop an understanding of DNA and cell
structure. (UB 1–2, IB 2–5, MS6)
Mini electrophoresis of nucleic acids (lunch box procedure) to demonstrate
the principles of electrophoresis (UB 1–3 IB 1,3,4, MS6)
isolation of gene, plasmid isolation, cutting and joining DNA, cloning of
gene, identifying clones (radioactively labelled antibodies, probes, e.g.
Southern blotting), determination of recombinant success by
production of desired molecule.
Investigate changes in the genetic code (mutation) and link this idea
to variation within a species and cancer. (UB 1–3)
Research examples of mutation resulting from human activities to:
chromosome mutations — chromosomal non-disjunction, polyploidy,
transposons
gene mutation — base pair substitution, frameshift mutations

identify bias in reporting information (EBI 3)

form justified opinions relating to the development and use of
technology (EBI 4)
mMtation of cells is known to be caused by radiation — nuclear,
electromagnetic and ultraviolet, chemicals and the action of certain
viruses and fungi.
production of insulin
reverse transcription, PCR
transgenic plants and animals, DNA fingerprints
tumour suppressor genes, oncogenes
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3
Genetic change
— mutation and
oncogenes
6
Biological issues
and implications
Mutation resulting from human activity: Leukaemia in children
contaminated by radiation in Chernobyl, leukaemia in children near
high-voltage power lines, benzene and its derivatives and effects on
various organs, melanoma, HPV and cervical cancer, Hep C and liver
cancer, asbestos and mesothelioma, aflatoxin on peanuts, and
cancer.
Research articles for and against genetic engineering to develop an
understanding of controversial issues involved. (UB 1–3, EBI 1,3,4)
Prepare for a class debate on selected issues. (IB 1,3,4)
Government controls of genetic engineering, release into environment
of transgenic plants, reduction of pesticide use, patenting of
biomolecules, effects of consumption of GM foods, production of
synthetic hormones, recombinant vaccines, ethical issues, etc.
Many arguments exist for using biotechnology in our world. Is it failproof, or have the long-term consequences not been considered?
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