COURSE GUIDE

2014

UNITS 3 AND 4

BIOLOGY

Table of Contents
Introduction ....................................................................................................................................... 3 Contact Information ........................................................................................................................... 3 Areas of Study and Assessment Breakdown ........................................................................................ 3
Assessment types......................................................................................................................................... 3 Internal Assessment School Assessed Coursework (SAC)............................................................................. 4 Coursework Requirements ........................................................................................................................... 4 Study Scores ................................................................................................................................................ 4 ATAR ........................................................................................................................................................... 4 Satisfactory Requirements ........................................................................................................................... 4

Important Dates ................................................................................................................................. 5

Calendar ...................................................................................................................................................... 5 Victorian Term Dates - 2014 ......................................................................................................................... 5

Biology Resources ............................................................................................................................... 5

SharePoint resources and discussion board................................................................................................... 5 Quia online quizzes ...................................................................................................................................... 5

Coursework ........................................................................................................................................ 6 Key Dates (approx..) ........................................................................................................................... 7 VCAA Study Design Dot Points ............................................................................................................ 9
Key Skills for VCE Biology ............................................................................................................................. 9 Key Knowledge .......................................................................................................................................... 10

General Information ......................................................................................................................... 12

Holiday Tasks ............................................................................................................................................. 12 Refer to the Ignition program document. .................................................................................................... 12 Required materials to be brought to each class ........................................................................................... 12 Website resources ..................................................................................................................................... 12

Biology Study Advice ........................................................................................................................ 13

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Introduction
Welcome to Year 12 Biology. Units 3 and 4 build on the knowledge and skills of Units 1 and 2 Biology. We look at some of these topics in more detail and we will learn about some very interesting concepts that you may not have come across before. We hope that you have an enjoyable and successful year.

The Year 12 Biology Teachers Contact Information

Name Ms Stent Ms Clarke Ms Bonnington E-mail gst@balwynhs.vic.edu.au acl@balwynhs.vic.edu.au gbo@balwynhs.vic.edu.au Staffroom D05 Main Staff Room D13

Areas of Study and Assessment Breakdown

Unit School assessed coursework
Areas of study Areas of study

Weighting 50 / 100 50 / 100 50 / 100 50 / 100

% of Score

3 4

1 2 1 2

Molecules of life Detecting and responding Heredity Change over time

20 % 20 % 60 % 100 %

End of year examination - all areas of study are included in this exam This is converted into a Study Score out of 50

Total Biology score

Assessment types
Uni Area of Study t 3 Molecules of life Detecting and responding Heredity Change over time Outcome details 1. 2. 3. 4. 1. 2. 3. 4. Movement across membranes Enzymes and cellular respiration Coordination and Response Immune response Cell division and DNA technology Genetic cross Evolutionary relationships Human intervention issue Ch. 1-2 3-4 5-6 7-8 10-12 9 13-14 15-16 Marks 25 25 25 25 25 25 25 25 Approx. date Friday 28th February Term 1 Week 10 Friday 9th May Friday 20th June Friday 8th August Friday 22nd August Friday 5th September Term 3 week 10

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Internal Assessment School Assessed Coursework (SAC)

You are not permitted to bring a mobile phone (or other electronic devices) into any assessment, whether that session being during class time or during the scheduled assessment sessions. If SAC dates clash with other subjects, you must organise a reschedule with the Year 12 SLWMs before the scheduled SAC date. Otherwise a score of zero will be recorded. If a student does not achieve 30% in a SAC then the student must undertake a redemption tas. However, the initial score will be recorded. Medical certificates must be provided if a SAC is missed without prior arrangement, otherwise a score of zero will be recorded. If students are found to be cheating, a score of zero will be recorded. Students must not disclose the contents of each SAC; to do so will be a breach of the school VCE guidelines and will be dealt with according to VCAA regulations. Most Biology SACS will involve: o A Pre-info document that details the experiment and assessment details approx. 2 weeks before the write-up. o The experiment will be conducted approx. 1 week before the write-up o A Preliminary questions document that must be completed before the write-up

Coursework Requirements
For an outcome to be scored, a student must complete before the date of the SAC, as decided by the Biology department: All set questions as specified on the key coursework worksheet. At least 50% of the specified Study On sections (you must logon through Teacher connect). Submission of set practical activities. It is an expectation of the Biology Department that students complete all of the coursework in preparation for the outcomes.

Study Scores
A students Study Score is calculated using the students moderated SAC scores and examination scores for each study. The Study Score has a maximum of 50. The Study Score indicates how a student performed in relation to all others who took that subject. Scaled Study Scores are aggregated to calculate a students ATAR. The Biology Study Scores are scaled depending on how well the states Biology students perform on their other subjects. Study Score 45 40 37 35 30 25 20 Proportion of students above the score 2% 8% 15% 24% 50% 76% 92%

ATAR
The ATAR is calculated by aggregating the scaled English Study Score with your 3 best other scaled Study Scores and with 10% of your remaining subjects scaled Study Scores. The ATAR is a percentile ranking in 0.05% increments with a maximum of 99.95.

Satisfactory Requirements
To obtain an S for each unit, students are to attend a minimum of 90% of classes complete the coursework requirements obtain at least 30% on all outcomes Page | 4

Important Dates
Calendar
This is an approximate topic timeline for this subject for 2014. Dates 30-Jan: 24-Mar: 16-Jun: 11-Aug: 6-Oct: Term1 week 1 Term 1 week 9 Term 2 week 9 Term 3 week 6 Term 4 week 1 Topic/Area of Study Unit 3 Area of Study 1: Molecules of life Unit 3 Area of Study 2: Detecting and responding Unit 4 Area of Study 1: Heredity Unit 4 Area of Study 2: Change over time Exam revision

Victorian Term Dates - 2014

Term Start End

1 2 3 4

30 January 22 April 14 July 6 October

4 April 27 June 19 September 19 December

Holidays Labour Day: Monday 10th March Good Friday: Friday 18th April ANZAC Day: Friday 25th April Queens Birthday: Monday 9th June GAT exam: Wednesday 11th June (none) Melbourne Cup Day: Tuesday 4th November

Biology Resources
SharePoint resources and discussion board
The Year 12 Biology Sharepoint site has been set up to contain all required documents and includes a discussion board. The discussion board is a point of reference to ask questions relating to coursework and exam revision. It will give all students the opportunity to assist others and have common queries quickly and conveniently answered. This is located at http://student.balwynhs.vic.edu.au/Science/ScienceSubjects/BIO12/SitePages/Home.aspx

Quia online quizzes

Go to www.quia.com/web Click the area labelled Students and then Create my free account. Fill out the form. Select Student as the account type. Press the Create my account button. You should now be in the Student Zone. Type in the code (CXD397) in the text field and press the Add class button. Youre done! To view your results, log in to your account and the Students area.

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Coursework
Unit 3
Ch. 1 2 3 4 5

This coursework will be confirmed in 2014. Coursework Topic Questions and Glossary Chapter 1 and 2 coursework questions and glossary Chapter 3 and 4 coursework questions and glossary Chapter 5 and 6 coursework questions and glossary Study On (min 50%) Molecules of life Topics 2-5 Topics 1, 6 Topics 7-9 Topic 10 Topics 1-2 Detecting and responding H/W Biozone 5, 6, 8, 9, 11/12, 13/14, 17, 18, 19, 20 22, 23/24, 25, 27, 47 38, 39, 40, 41/42, 43, 44, 48, 49, 50, 51, 52 55/56, 58, 59, 60, 61, 62, 63/64, 65/66, 68, 69, 70, 71, 82, 93, 85/86 57, 73, 74, 75/76, 77, 78 98, 99, 100, 101, 102, 103, 104, 105, 106 109, 110, 111/12, 113, 114, 115, 116, 117, 118, 119/20, 121/22, 123/24, 125, 128, 129

Topic The chemical nature of cells Membranes and cell organelles Biochemical processes in cells Rational Drug Design Coordination and regulation (Endocrine systems) Coordination and regulation (Nervous systems) Infection and disease Immunity: defence against disease

6 7 8

Topics 3-4 Topics 5-6 Topics 7-10

Chapter 7 and 8 coursework questions and glossary

Unit 4
Ch. 9 10 11 12 Topic Genes, chromosomes and patterns of inheritance Nature, structure and organisation of the genetic material Gene function: genes in action Manipulating DNA: tools and techniques Population genetics Evolution: changes in time Hominin evolution Human intervention in evolution Coursework Topic Questions and Study On (min 50%) Glossary Chapter 9 and 10 Topics 1, 4-7 coursework questions and glossary Topic 2 Chapter 11 and 12 coursework questions and glossary Heredity

H/W Biozone 158/9, 160-168, 171176, 239 253, 256 259, 262/3 132 145, 147, 149, 150, 152-155, 225/6 229 180-183, 215/6, 218, 219/20, 221, 232, 233, 234, 235/6 184, 185, 187/8, 189/90, 191, 193, 198, 199/20, 201/2, 203/4, 209/10 267-276, 283 - 285 286-87, 290-95, 299301, 303/4, 305, 31114, 319/20, 323/4, 327 330-336, 339 341, 343 352, 357/8, 363/4 371, 378, 379/80, 381/2, 383

Topic 3

15 16

Chapter 15 and 16 coursework questions and glossary

Change over time

13 14

Chapter 13 and 14 coursework questions and glossary

Topics 1-2 Topics 3-6 Topics 7-8 Topics 9

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Key Dates (approx..)

Week Ch. Ignition program 1 Nov 25 - 29 Term 1 28 Jan 1 Feb Week 1 3 7 Feb Week 2 10 - 14 Feb Week 3 17 - 21 Feb Week 4 24 Feb 28 Feb Week 5 3 7 Mar Week 6 10 - 14 Mar Week 7 17 21 Mar Week 8 24 28 Mar Week 9 31 Mar 4thApril Week 10 Term 2 22 25 April Week 1 28 April 2 May Week 2 5 9 May Week 3 12 - 16 May Week 4 19 - 23 May Week 5 26 30 May Week 6 2 6 June Week 7 9 - 13 June Week 8 16 - 20 June Week 9 1 1 2 2 3/4 3 3 1-4 5/6 5/6 Content Proteins and the proteome Pineapple Practical Condensation/hydrolysis reaction Polysaccharides Nucleic acids Enzymes Scientific method Lipids Plasma membrane Plasma membrane Movement of molecules Organelles Catabolic and anabolic reactions Enzymes Rational drug design ATP/ADP cycle Photosynthesis Cellular respiration Revise AOS 1 Catch up week Stimulus response model Negative feedback Structure of neurones SACs, etc

Students return to school 30 Jan

SAC 1 prac and report

SAC 1 (Ch. 1 and 2) - Fri 28 Mar

Labour Day Monday 10th March SAC 2 prac and report

SAC 2 (Ch. 3 and 4) TBC

Term 1 Holidays: Revise Unit 3 AOS 1 (StudyOn, Checkpoints, Quia quizzes, Douchys podcasts, Khan Academy movies) 5/6 Nerve pathways Anzac Holiday (Fri 25 April) Signalling molecules 5/6 5/6 7 8 8 8 8 11/10 Signal transduction Apoptosis Self and non-self Antigens, pathogens and agents Physical and chemical barriers Lymphatic system Non-specific response Specific response Disorders of the immune response Acquired immunity Immunity Cell reproduction Genome, genes and the genetic code SAC 4 prelim qns. Practice exam (Unit 3) Queens Birthday Mon 9 June GAT Exam Wed 11 June SAC 4 (Ch. 7 and 8) Fri 20 June SAC 3 prac and prelim qns SAC 3 (Ch. 5 and 6) Fri 9 May

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Term 2 23 27 June Week 10

Unit 4 Commences Gene expression (transcription and translation) Gene regulation Mutations Term 2 holidays: Prepare for Unit 4 SAC 4 Revise Unit 3 and Unit 4 AOS 1 (StudyOn, Checkpoints, Quia quizzes, Douchys podcasts, Khan Academy movies) Term 3 12 DNA tools and techniques 14 18 July Week 1 21 25 July 9 Chromosomes, alleles, genotype/phenotype Week 2 Causes of variation 28 July 1 Aug 9 Continuous and discontinuous variation GTAC excursion Week 3 Monohybrid crosses 11/10 4 - 8 Aug Week 4 11 15 Aug Week 5 18 - 22 Aug Week 6 25 - 29 Aug Week 7 1 5 Sept Week 8 8 - 12 Sep Week 9 15 - 19 Sep Week 10 9 13 13 14 14 15 16 Dihybrid crosses Pedigrees Gene pool and selection pressures Natural selection Evidence for evolution Evolutionary relationships Patterns of biological change Hominin evolution Human intervention in evolutionary processes Catch up week SAC 4 (Ch. 16) Date TBC SAC 1 (Ch. 10-12) Fri 8 Aug SAC 2 prac and report SAC 2 (Ch. 9) Fri 22 Aug SAC 3 prac and report SAC 3 (Ch 13-14) Fri 5 Sept

Term 4 6 10 Oct Week 1 13 17 Oct Week 2

1-8 9-16

Term 3 holidays Homework: Refer to Biology Revision Program Unit 3 revision Unit 4 revision

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VCAA Study Design Dot Points

The Dot Points refer to the key skills and knowledge students are expected to have mastered at the end of an area of study. These are published by VCAA in the Biology Study Design (see the Biology page on the VCAA website). At the end of every topic students should check the list of dot points to guide them in what is assessable in SACs and the end of year examination.

Key Skills for VCE Biology

Investigate and inquire scientifically formulate questions and construct hypotheses appropriate for conducting first-hand and second-hand investigations plan, design and conduct first-hand investigations: select and use equipment and materials appropriate to the investigation; evaluate experimental procedures and reliability of data collect, process and record information systematically; analyse and synthesise data; draw conclusions consistent with the question under investigation and the evidence obtained act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as appropriate. Apply biological understandings apply understandings to familiar and new contexts; make connections between concepts; solve problems analyse issues and implications relating to scientific and technological developments analyse and evaluate the reliability of information and opinions presented in the public domain. Communicate biological information and understandings interpret, transpose and communicate information and ideas effectively use techniques of communication appropriate to different audiences and purposes use scientific terminology and conventions appropriately.

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Key Knowledge
Unit 3 Signatures of Life
Area of Study 1 - Molecules of life Key knowledge the nature and importance of biomacromolecules in the chemistry of the cell o synthesis of biomacromolecules through the condensation reaction o lipids and their sub-units; the role of lipids in the plasma membrane o examples of polysaccharides and their glucose monomer o structure and function of DNA and RNA, their monomers, and complementary base pairing o the nature of the proteome; the functional diversity of proteins; the structure of proteins in terms of primary, secondary, tertiary and quaternary levels of organisation the structure and function of the plasma membrane and the movement of substances across it: o the fluid-mosaic model of a plasma membrane o the packaging, transport, import and export of biomacromolecules (specifically proteins) o the role played by organelles including ribosomes, endoplasmic reticulum, Golgi apparatus and associated vesicles in the export of proteins the nature of biochemical processes within cells: o catabolic and anabolic reactions in terms of reactions that release or require energy o the role of enzymes as protein catalysts, their mode of action and the inhibition of the action of enzymes both naturally and by rational drug design o the role of ATP and ADP in energy transformations o requirements for photosynthesis excluding differences between CAM, C3 and C4 plants including: the structure and function of the chloroplast; the main inputs and outputs of the light dependent and light independent stages o requirements for aerobic and anaerobic cellular respiration: the location, and main inputs and outputs, of glycolysis; the structure of the mitochondrion and its function in aerobic cellular respiration including main inputs and outputs of the Krebs Cycle and the electron transport chain. Area of Study 2 - Detecting and responding Key knowledge coordination and regulation at the cellular level: o the nature of the stimulus-response model and the roles of the nerve pathway and chemical signals in the transmission of information from receptor to effector o types of signalling molecules: neurotransmitters; animal hormones; pheromones; plant growth regulators o a generalised view of how information received by a cells receptor is transducted to an effector to initiate various cellular responses including the position of receptors for protein-based and lipid-based signalling molecules o apoptosis (regulated cell death) as an example of a cellular response to specific signals the role of the human immune system in detecting and responding to antigens: o the nature of antigens and their sources: self and non-self, and cellular pathogens and noncellular agents (viruses and prions) o the nature of physical and chemical barriers in plants and animals (including humans) to invading pathogens o the structure and role of the lymphatic system in the innate and adaptive immune response o the nature, characteristics and roles of components in the innate (non-specific) immune response including the inflammatory response o the nature, characteristics and components of the adaptive immune response including the role and actions of B cells and their antibodies in humoral immunity and the role and actions of T helper cells and T cytotoxic cells in cell-mediated immunity o disorders of the human immune response including the allergic response and autoimmune diseases o acquired immunity through natural and passive strategies, including the nature and production of vaccines and antibody serums and their importance in maintaining immunity for a particular disease in the human population. Page | 10

Unit 4 Continuity and change

Area of Study 1 - Heredity Key knowledge cell reproduction: o binary fission in prokaryotes o the phases of the cell cycle in eukaryotes including DNA replication, the division of the nucleus (mitosis), and cytokinesis o the key events that result in the production of haploid sex cells from a diploid cell (meiosis), including recombination molecular genetics: o the nature of genomes, genes and the genetic code o gene expression: the genetic code and roles of RNA in transcription, RNA processing in eukaryotes, and translation o the concept of gene regulation (the switching on and off of genes by factors expressed by regulator genes and environmental factors) DNA tools and techniques: gel electrophoresis; DNA amplification; DNA sequencing; making a recombinant plasmid; bacterial transformations; DNA profiling; gene cloning; and using plasmids as gene delivery systems inheritance: o the nature of chromosomes, alleles, genotype and phenotype o the causes of phenotypic variation: mutations; recombination of parental alleles in sexual reproduction; polygenes; and interactions of environmental factors with genes o continuous and discontinuous variation o patterns of inheritance involving the monohybrid cross: dominance; recessiveness; codominance; multiple alleles o dihybrid crosses as independent or linked o pedigree analysis: autosomal and sex-linked inheritance; use of the test cross. Area of Study 2 Change over time Key knowledge a qualitative treatment of changing allele frequencies in a population and the consequences: o the concept of the gene pool o environmental selection pressures, gene flow, genetic drift (founder and bottleneck effects) o natural selection as a mechanism for biological evolution evidence for biological evolution over time: o the geological time scale; relative and absolute dating techniques o the fossil record; biogeography; comparative morphology; molecular homology determination of evolutionary relationships: comparison of DNA sequences; comparative genomics; mitochondrial DNA; phylogeny o patterns of biological change: o allopatric speciation o divergent and convergent evolution o extinctions hominin evolution: o shared characteristics which define primates, hominoids and hominins o major trends in hominin evolution from the genus Australopithecus to the genus Homo including morphological, structural and cognitive development resulting in cultural evolution and the rise of technologies human intervention in evolutionary processes: o application of gene technologies including gene cloning, bacterial transformations, stem cell differentiation, genetic screening, gene therapy and DNA profiling o selective breeding as a method of affecting and limiting the gene pool.

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General Information
Holiday Tasks
Refer to the Ignition program document.

Required materials to be brought to each class

Workbook for notes (or netbook) Nature of Biology (either textbook or netbook) Biozone Activity Manual (2014) StudyOn Biology Highly Recommend: o Cambridge Checkpoints VCE Biology Unit 3 and 4 2013 o Jumpstart (for students who havent studied Units 1 and 2 Biology)

Website resources
Year 12 Biology Sharepoint page http://student.balwynhs.vic.edu.au/Science/ScienceSubjects/BIO12/SitePages/Home.aspx Unit 3 and 4 Biology study design (new course for 2013): http://www.vcaa.vic.edu.au/Pages/vce/studies/futuresd.aspx Exam timetable http://www.vcaa.vic.edu.au/vce/exams/timetable.html Helping you to understand biology: o StudyOn Biology o Douchys podcasts (iTunes) o Khan Academy (YouTube)

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Biology Study Advice

Work you must do in Biology
You need to gain understanding of the concepts by: reading, listening and taking notes asking questions in class doing questions from the text book, Biozone and StudyOn linking the practical work with the theory and the questions.

You can improve your understanding by: thinking about real life examples listening to podcasts (i.e. Douchys) and watching Khan Academy movies. drawing concept maps, and finding the links between the different concepts re-reading your notes and completing past exam questions (Checkpoints)

Homework / study planning

Draw up a study/homework timetable as soon as possible. Be sensible, but 2 to 3 hours per night is appropriate (at most times of the year). Do your homework first. Then spend some more time actually studying. Dont always leave your weakest subject to last. Rotate tasks around as well. Get your homework completed first then either do problems, past papers, study, summarizing etc.

How to use Checkpoints

Completing Checkpoints questions on a regular basis allows you to determine the level of understanding required for each topic and practice your ability to apply your understanding to a different context (i.e. an unfamiliar situation). Do all the questions that relate to the theory/practical work being done in class Make sure that you understand the answers and work towards providing the correct level of information Try to predict the next question in any set of questions. Find the questions that appear to repeat themselves from one exam to another, find the similarities and the differences. Once you have finished each chapter, go back and redo, the exam questions.

How to succeed at Biology

Always keep up to date. Read the notes/chapter in advance. This way you are going in with a higher initial level of understanding. Do as many questions as you can get your hands on. But focus on exam type questions, more than comprehension type questions, once you understand the work. Get, and do, as many past papers as possible, you should be aiming to do 20 trial papers before each exam. Ask questions of your teacher, both in class and out of class time. Come in each day with a list of what you need to find out from your teacher. Try to explain answers to other students. The best way to ensure that you understand something is to try to teach it to someone else.

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Improving your links to memory

You need to train your brain to remember. You can do this by: Repeating regularly reviewing your work Different approaches looking at subjects (topics/ideas) from other angles and using other sources of information. Exchanging ideas discussing ideas with other students. Clarifying ideas teaching other students, explaining ideas to others. Summary cards writing the main points on cards and constantly referring to them. Rhyme and Routine setting plans of attack to follow for specific questions i.e. how to write an hypothesis, designing an experiment, etc. Acronyms using the first letter of each word as a trigger. E.g. SOHCAHTOA

The more you link the more you learn. This can be done using concept maps or reflection or revision. The brain does not store memories, it recreates them, and so you need to develop as many triggers to each pathway as possible.

How to study Biology

Initially, you need to study to build your understanding of the concepts in Biology. Then, you should look to consolidate and broaden your understanding by rereading your notes and the textbook. Do a few questions every night, so as to keep the links between the theory and the practice.

SAC Preparation
Find out as much information as you can about the SAC as early as possible (i.e. the pre-info document) If it is a test, see exam preparation below. For other SACs, find out the exact nature of the task and what you are required to do. The best preparation for a SAC is a trial SAC. Ask for last years, to see what is required. Find out what form of cheat sheet you are allowed to take into each SAC and produce yours as early as possible. .

SAC/Exam Reading Time

Use it very wisely. Note how many marks are allotted to each question, more marks means more required in the answer. Note how many lines are provided for you to answer each question. This gives you an indication of how much to write. Look at all the graphs/pictures/information provided for each question and try to guess the question in advance, i.e. think about the question Read the axes of any graphs. Look for the variables on both axes, and check the units. Understand what the graph is telling you before you look at the question being asked.

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SAC/Exam Writing
Get out your highlighter and start using it. Highlight key words and what the question is asking you to do (i.e. explain, state, compare, name, describe, define, etc). In Multiple Choice questions, consider ALL options (even if you think one is correct) and eliminate the three that are incorrect. Sometimes, you need to select the best option. Dont write in size 6 font because it is hard to read. Dont use a light pencil because it can be difficult to read. Your answers need to be clear, concise and detailed. Dont beat around the bush. Dont be afraid to use diagrams. SAC and exam questions often get students to draw a process/concept. Remember, that the marker actually wants to give you marks, and a good diagram is always worth marks. Diagrams should be large, labelled and clear. Answer explain questions in point form. (leave those brilliant essays for English) Answer the actual question, make sure that you relate your answer to the question that is being asked, and that you are not just regurgitating a definition. Once you have answered a question, go back and reread the question to make sure you have answered it correctly. If you need more space to write, be neat and indicate clearly where you have answered the question (i.e. refer to over the page.

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