HSC Biology
Core
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Sound communication
5.1 explain why sound is a useful and versatile form of communication
5.2 explain that sound is produced by vibrating objects and that the frequency of the sound is the same as the frequency of the vibration of the source of the sound
The retina
4.1 identify photoreceptor cells as those containing light sensitive pigments and explain that these cells convert light images into electrochemical signals that the brain can interpret
4.2 describe the differences in distribution, structure and function of the photoreceptor cells in the human eye
4.3 outline the role of rhodopsins in rods
4.4 identify that there are three types of cones, each containing a separate pigment sensitive to either blue, red or green light
4.5 explain that colour blindness in humans results from the lack of one or more of the colour sensitive pigments in the cones
4.6 process and analyse information from secondary sources to compare and describe the nature of photoreceptor cells in mammals, insects and in simple light receptors in one other animal
4.7 process and analyse information from secondary sources to describe and analyse the use of colour for communication in animals and relate this to the occurrence of colour vision in animals
Refraction of light in the eye
3.1 identify the conditions under which refraction of light occurs
3.2 identify the cornea, aqueous humor, lens and vitreous humor as refractive media
3.3 identify accommodation as the focusing on objects at different distances, describe its achievement through the change in strength of the lens and explain its importance
3.4 compare the change in the refractive power of the lens from rest to maximum accommodation
3.5 distinguish between myopia and hyperopia and outline how technologies can be used to correct these conditions
3.6 explain how the production of two different images of a view can result in depth perception
3.7 plan, choose equipment or resources and perform a first-hand investigation to model the process of accommodation by passing rays of light through convex lenses of different focal lengths
3.8 analyse information from secondary sources to describe changes in the shape of the eye’s lens when focusing on near and far objects
3.9 process and analyse information from secondary sources to describe cataracts and the technology that can be used to prevent blindness from cataracts to discuss the implications of this technology for society
Visual Communication
2.1 describe the anatomy and function of the human eye, including the: conjunctiva cornea sclera choroid retina iris lens aqueous and vitreous humor ciliary body optic nerve
2.2 identify the limited range of wavelengths of the electromagnetic spectrum detected by humans and compare this range with those of other vertebrates and invertebrates
2.3 plan, choose equipment or resources and perform a first-hand investigation of a mammalian eye to gather first-hand data to relate structures to functions
2.4 use available evidence to suggest reasons for the differences in range of electromagnetic radiation detected by humans and other animals
Detecting stimuli
1.1 identify the role of receptors in detecting stimuli
1.2 explain that the response to a stimulus involves: stimulus receptor messenger response
1.3 identify data sources, gather and process information from secondary sources to identify the range of senses involved in communication
Communication
Detecting stimuli
Visual Communication
Refraction of light in the eye
The retina
Sound communication
Options
Communication
Modern Strategies
7.1 discuss the role of quarantine in preventing the spread of disease, plants and animals into Australia or across regions of Australia
7.2 explain how one of the following strategies has controlled and/or prevented disease: public health programs pesticides genetic engineering to produce disease resistant plants and animals
7.3 perform an investigation to examine plant shoots and leaves and gather first-hand information of evidence of pathogens and insect pests
7.4 process and analyse information from secondary sources to evaluate the effectiveness of quarantine in preventing the spread of plant and animal disease into Australia or across regions of Australia
7.5 gather and process information and use available evidence to discuss the changing methods of dealing with plant and animal diseases, including the shift in emphasis from treatment and control to management or prevention of disease
Epidemiological studies
6.1 identify and describe the main features of epidemiology using lung cancer as an example
6.2 identify causes of non-infectious disease using an example from each of the following categories: inherited diseases nutritional deficiencies environmental diseases
6.3 gather, process and analyse information to identify the cause and effect relationship of smoking and lung cancer
6.4 identify data sources, plan and perform a first-hand investigation or gather information from secondary sources to analyse and present information about the occurrence, symptoms, cause, treatment/management of a named non-infectious disease
The immune response
5.1 identify the components of the immune response:
5.2 describe and explain the immune response in the human body in terms of:
5.3 outline the way in which vaccinations prevent infection
5.4 outline the reasons for the suppression of the immune response in organ transplant patients.
5.5 process, analyse and present information from secondary sources to evaluate the effectiveness of vaccination programs in preventing the spread and occurrence of once common diseases, including small pox, diphtheria and polio
Defence against disease
4.1 identify defence barriers to prevent entry of pathogens in humans: skin mucous membranes cilia chemical barriers other body secretions
4.2 identify antigens as molecules that trigger the immune response
4.3 explain why organ transplants should trigger an immune response
4.4 identify defence adaptations, including: inflammation response phagocytosis lymph system cell death to seal off pathogen
4.5 gather, process and present information from secondary sources to show how a named disease results from an imbalance of microflora in humans
Identifying microbes that cause disease
3.1 describe the contribution of Pasteur and Koch to our understanding of infectious diseases
3.2 distinguish between:
3.3 identify the role of antibiotics in the management of infectious disease
3.4 perform an investigation to model Pasteur’s experiment to identify the role of microbes in decay
3.5 gather and process information to trace the historical development of our understanding of the cause and prevention of malaria
3.6 identify data sources, gather process and analyse information from secondary sources to describe one named infectious disease in terms of its:
3.7 process information from secondary sources to discuss problems relating to antibiotic resistance
Infectious and non-infectious diseases
2.1 distinguish between infectious and non-infectious disease
2.2 explain why cleanliness in food, water and personal hygiene practices assist in control of disease
2.3 identify the conditions under which an organism is described as a pathogen.
2.4 identify data sources, plan and choose equipment or resources to perform a first-hand investigation to identify microbes in food or in water
2.5 gather, process and analyse information from secondary sources to describe ways in which drinking water can be treated and use available evidence to explain how these methods reduce the risk of infection from pathogens.
What is a healthy organism?
1.1 discuss the difficulties of defining the terms ‘health’ and ‘disease’
1.2 outline how the function of genes, mitosis, cell differentiation and specialisation assist in the maintenance of health
1.3 use available evidence to analyse the links between gene expression and maintenance and repair of body tissues
The search for better health
What is a healthy organism?
Infectious and non-infectious diseases
Identifying microbes that cause disease
Defence against disease
The immune response
Epidemiological studies
Modern Strategies
Current reproductive technologies
5.1 identify how the following current reproductive techniques may alter the genetic composition of a population:
5.2 outline the processes used to produce transgenic species and include examples of this process and reasons for its use
5.3 discuss the potential impact of the use of reproduction technologies on the genetic diversity of species using a named plant and animal example that have been genetically altered
5.4 process information from secondary sources to describe a methodology used in cloning
5.5 analyse information from secondary sources to identify examples of the use of transgenic species and use available evidence to debate the ethical issues arising from the development and use of transgenic species
The structure of DNA
4.1 describe the process of DNA replication and explain its significance
4.2 outline, using a simple model, the process by which DNA controls the production of polypeptides
4.3 explain the relationship between proteins and polypeptides
4.4 explain how mutations in DNA may lead to the generation of new alleles
4.5 discuss evidence for the mutagenic nature of radiation
4.6 explain how an understanding of the source of variation in organisms has provided support for Darwin’s theory of evolution by natural selection
4.7 describe the concept of punctuated equilibrium in evolution and how it differs from the gradual process proposed by Darwin
4.8 perform a first-hand investigation or process information from secondary sources to develop a simple model for polypeptide synthesis
4.9 analyse information from secondary sources to outline the evidence that led to Beadle and Tatum’s ‘one gene – one protein’ hypothesis and to explain why this was altered to the ‘one gene – one polypeptide’ hypothesis
4.10 process information to construct a flow chart that shows that changes in DNA sequences can result in changes in cell activity
4.11 process and analyse information from secondary sources to explain a modern example of ‘natural’ selection
4.12 process information from secondary sources to describe and analyse the relative importance of the work of:
Chromosomal structure
3.1 outline the roles of Sutton and Boveri in identifying the importance of chromosomes
3.2 describe the chemical nature of chromosomes and genes
3.3 identify that DNA is a double-stranded molecule twisted into a helix with each strand, comprised of a sugar-phosphate backbone and attached bases, adenine (A), thymine (T), cytosine (C) and guanine (G), connected to a complementary strand by pairing the bases, A-T and G-C
3.4 explain the relationship between the structure and behaviour of chromosomes during meiosis and the inheritance of genes
3.5 explain the role of gamete formation and sexual reproduction in variability of offspring
3.6 describe the inheritance of sex-linked genes, and genes that exhibit co-dominance and explain why these do not produce simple Mendelian ratios
3.7 describe the work of Morgan that led to the identification of sex linkage
3.8 explain the relationship between homozygous and heterozygous genotypes and the resulting phenotypes in examples of codominance
3.9 outline ways in which the environment may affect the expression of a gene in an individual
3.10 process information from secondary sources to construct a model that demonstrates meiosis and the processes of crossing over, segregation of chromosomes and the production of haploid gametes
3.11 solve problems involving co-dominance and sex linkage
3.12 identify data sources and perform a first-hand investigation to demonstrate the effect of the environment on phenotype
The work of Gregor Mendel
2.1 outline the experiments carried out by Gregor Mendel
2.2 describe the aspects of the experimental techniques used by Mendel that led to his success
2.3 describe outcomes of monohybrid crosses involving simple dominance using Mendel’s explanations
2.4 distinguish between homozygous and heterozygous genotypes in monohybrid crosses
2.5 distinguish between the terms allele and gene, using examples
2.6 explain the relationship between dominant and recessive alleles and phenotype using examples
2.7 outline the reasons why the importance of Mendel’s work was not recognised until some time after it was published
2.8 perform an investigation to construct pedigrees or family trees, trace the inheritance of selected characteristics and discuss their current use
2.9 solve problems involving monohybrid crosses using Punnett squares or other appropriate techniques
2.10 process information from secondary sources to describe an example of hybridisation within a species and explain the purpose of this hybridisation
Evidence of evolution
1.1 outline the impact on the evolution of plants and animals of:
1.2 describe, using specific examples, how the theory of evolution is supported by the following areas of study:
1.3 explain how Darwin/Wallace’s theory of evolution by natural selection and isolation accounts for divergent evolution and convergent evolution
1.4 plan, choose equipment or resources and perform a first-hand investigation to model natural selection
1.5 analyse information from secondary sources to prepare a case study to show how an environmental change can lead to changes in a species
1.6 perform a first-hand investigation or gather information from secondary sources (including photographs/ diagrams/models) to observe, analyse and compare the structure of a range of vertebrate forelimbs
1.7 use available evidence to analyse, using a named example, how advances in technology have changed scientific thinking about evolutionary relationships
Blueprint of life
Evidence of evolution
The work of Gregor Mendel
Chromosomal structure
The structure of DNA
Current reproductive technologies
Gases, water and waste products
3.1 explain why the concentration of water in cells should be maintained within a narrow range for optimal function
3.2 explain why the removal of wastes is essential for continued metabolic activity
3.3 identify the role of the kidney in the excretory system of fish and mammals
3.4 explain why the processes of diffusion and osmosis are inadequate in removing dissolved nitrogenous wastes
3.5 distinguish between active and passive transport and relate these to processes occurring in the mammalian kidney
3.6 explain how the processes of filtration and reabsorption in the mammalian nephron regulate body fluid composition
3.7 outline the role of the hormones, aldosterone and ADH (anti-diuretic hormone), in the regulation of water and salt levels in blood
3.8 define enantiostasis as the maintenance of metabolic and physiological functions in response to variations in the environment and discuss its importance to estuarine organisms in maintaining appropriate salt concentrations
3.9 describe adaptations of a range of terrestrial Australian plants that assist in minimising water loss
3.10 perform a first-hand investigation of the structure of a mammalian kidney by dissection, use of a model or visual resource and identify the regions involved in the excretion of waste products
3.11 gather, process and analyse information from secondary sources to compare the process of renal dialysis with the function of the kidney
3.12 present information to outline the general use of hormone replacement therapy in people who cannot secrete aldosterone
3.13 analyse information from secondary sources to compare and explain the differences in urine concentration of terrestrial mammals, marine fish and freshwater fish
3.14 use available evidence to explain the relationship between the conservation of water and the production and excretion of concentrated nitrogenous wastes in a range of Australian insects and terrestrial mammals
3.15 process and analyse information from secondary sources and use available evidence to discuss processes used by different plants for salt regulation in saline environments
3.16 process and analyse information from secondary sources and use available evidence to discuss processes used by different plants for salt regulation in saline environments
A watery medium
2.1 identify the form(s) in which each of the following is carried in mammalian blood:
2.2 explain the adaptive advantage of haemoglobin
2.3 compare the structure of arteries, capillaries and veins in relation to their function
2.4 describe the main changes in the chemical composition of the blood as it moves around the body and identify tissues in which these changes occur
2.5 outline the need for oxygen in living cells and explain why removal of carbon dioxide from cells is essential
2.6 describe current theories about processes responsible for the movement of materials through plants in xylem and phloem tissue
2.7 perform a first-hand investigation to demonstrate the effect of dissolved carbon dioxide on the pH of water
2.8 perform a first-hand investigation using the light microscope and prepared slides to gather information to estimate the size of red and white blood cells and draw scaled diagrams of each
2.9 analyse information from secondary sources to identify current technologies that allow measurement of oxygen saturation and carbon dioxide concentrations in blood and describe and explain the conditions under which these technologies are used
2.10 analyse information from secondary sources to identify the products extracted from donated blood and discuss the uses of these products
2.11 analyse and present information from secondary sources to report on progress in the production of artificial blood and use available evidence to propose reasons why such research is needed
2.12 choose equipment or resources to perform a first-hand investigation to gather first-hand data to draw transverse and longitudinal sections of phloem and xylem tissue
Temperature range
1.1 identify the role of enzymes in metabolism, describe their chemical composition and use a simple model to describe their specificity on substrates
1.2 identify the pH as a way of describing the acidity of a substance
1.3 explain why the maintenance of a constant internal environment is important for optimal metabolic efficiency
1.4 describe homeostasis as the process by which organisms maintain a relatively stable internal environment
1.5 explain that homeostasis consists of two stages:
1.6 outline the role of the nervous system in detecting and responding to environmental changes
1.7 identify the broad range of temperatures over which life is found compared with the narrow limits for individual species
1.8 compare responses of named Australian ectothermic and endothermic organisms to changes in the ambient temperature and explain how these responses assist temperature regulation
1.9 identify some responses of plants to temperature change
1.10 identify data sources, plan, choose equipment or resources and perform a first-hand investigation to test the effect of:
1.11 gather, process and analyse information from secondary sources and use available evidence to develop a model of a feedback mechanism
1.12 analyse information from secondary sources to describe adaptations and responses that have occurred in Australian organisms to assist temperature regulation
Maintaining a balance
Temperature range
A watery medium
Gases, water and waste products
Core
Maintaining a balance
Blueprint of life
The search for better health