HUMAN BIOLOGY - eclass community · Cells - revision Processes of life Cell theory: cells are the basic unit of life Structure and function of cell components ELABORATIONS ... structure,

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HUMAN

BIOLOGY

Units 1 & 2 ATAR

2017 Year 11

Mrs Brown

NAME:

Now the LORD God formed a man from the dust of the ground and breathed into his nostrils the breath of life, and the man became a living being (Genesis 2:7)

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TERM 1. SEMESTER 1. CELLS & TISSUES

Text book Dot Point Unit 1 Assessments Chapters 1-5 1. Cells & tissues Task 1: Using a microscope Task 2: Diffusion & osmosis

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Science inquiry skills

What is science? Experimental science Historical science

Science inquiry skills Hypothesis Independent, dependent and

extraneous variables Control group Placebo Experimental design

Cells - revision

Processes of life

Cell theory: cells are the basic unit of life

Structure and function of cell components

ELABORATIONS Science inquiry skills

Plan and conduct investigations

Analyse data, draw conclusions, evaluate investigation design and findings

Evaluate the impact of advancements in human biology on individuals and society

Communicate understandings of human biology. Cells

Body cells contain specialised structures with specific functions Nucleus Ribosome & Endoplasmic reticulum Mitochondria Golgi bodies Lysosomes Cytosol

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Cells, tissues & systems

Cells are the basic unit of life

Hierarchy Tissues, organs, systems

Tissue types: Epithelial Connective Muscular Nervous tissue

ELABORATIONS to do: Task 1

The human body is comprised of cells, tissues and organs within complex systems that work together to maintain life

Cell organelles maintain life processes and require the input of materials and the removal of wastes to support efficient functioning of the cell

The various tissues of the human body perform specific functions and can be categorised into four basic tissue types: epithelial, connective, muscular and nervous

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Transport across cell membranes

Concentration gradients

Diffusion & osmosis

The cell membrane: fluid mosaic model

Facilitated transport

Active transport

SA:Vol ratio

S2: Activity 11: SA:Vol – why is it important? Diffusion & osmosis – bead activity

ELABORATIONS Transport across cell membranes

The cell membrane separates the cell from its surroundings with a structure, described by the fluid mosaic model, which allows for the movement of materials into and out of the cell by diffusion, facilitated diffusion, osmosis, active transport and vesicular transport (endocytosis/exocytosis)

Factors affecting the exchange of materials across the cell membrane include surface area to volume ratio, concentration gradients, and the physical and chemical nature of the materials being exchanged

TERM 1. SEMESTER 1. METABOLISM

Text book Dot Point Unit 1 Assessments

Chapter 6 2. Metabolism Task 3: Test-Cells & metabolism

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Metabolism & cellular respiration

Inputs & outputs

Anabolic reactions

Catabolic reactions

Anaerobic & aerobic respiration 1. Steps 2. Production of ATP 3. Conditions


Biochemical processes, including anabolic and catabolic reactions in the cell, are controlled in the presence of specific enzymes

Cellular respiration occurs, in different locations in the cytosol and mitochondria, to catabolise organic compounds, aerobically or anaerobically, to release energy in the form of adenosine triphosphate (ATP)

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TERM 1. SEMESTER 1. METABOLISM Cont’d

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Nutrition & diet

Nutrients: Carbohydrates Proteins Lipids Vitamins & minerals Water

S1: Activity 21: What’s in a burger?

ELABORATIONS For efficient metabolism, cells require oxygen and nutrients:

Vitamins and minerals

Carbohydrates: energy, storage & fibre

Proteins: growth, repair, hormones, enzymes

Lipids: cell membranes, energy, storage

Vitamins & minerals: including Ca & Fe

Water: main solvent

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Enzymes

Lock & key model

Induced fit model

Optimum conditions for enzymes

Factors affecting rate of reactions

Denaturation of enzymes

Activity: H2O2 & catalase (potato) practical

ELABORATIONS Enzyme function can be affected by factors including:

pH

Temperature

presence of inhibitors

co‐enzymes and co‐factors

concentration of reactants and products

7 CAMP

TERM 1: SEMESTER 1: RESPIRATORY & CIRCULATORY SYSTEMS

Text book Dot Point Unit 1 Assessments Chapters 7-8 3. Respiratory system Task 4: Heart & lung dissection 4. Circulatory system Task 5: Cardiovascular diseases 8.1 Blood transfusions

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Pathway of air

Structure and function:

Types of cells and tissues found throughout system Nose Pharynx & larynx Trachea Bronchi/bronchioles Alveoli

ELABORATIONS

Link types of cells and tissues found in each part of the pathway of air to the functions carried out cartilage in trachea ciliated epithelium mucous membranes in upper tract areas

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Tissues & mechanics of breathing

Mechanics of breathing Inspiration and expiration

Features of respiratory surfaces

Gas exchange Activity: Balloon & bottle lung models

ELABORATIONS to do: Task 3 (test)

Mechanics of breathing: the actions of diaphragm and intercostal muscles causing air flow due to pressure differences

Features of the respiratory surfaces: large surface area: volume ratio of alveoli thin alveoli membranes moist fluid lining the alveoli extensive network of capillaries

Gas exchange direction and rate of exchange of O2 and CO2 is determined by the concentration gradients of each and are independent of each other

Diffusion gradients maintained by continual alveolar ventilation and blood flow

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Heart & blood vessels

Heart and blood vessels: structure and function

Structure of the heart

Blood pressure & cardiac cycle

Exchange of materials through capillaries

S2: Activity 16: Heart rate and exercise


Exchange of materials occurs only via the capillaries due to structure of the walls of the blood vessels

Different materials are exchanged in different places within the body and between the internal and external environments - gases, water, nutrients, wastes, excess water and heat

Role of the heart in blood pressure (maintaining blood flow) and cardiac cycle (systole/diastole)

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TERM 2: SEMESTER 1: RESPIRATORY & CIRCULATORY SYSTEMS

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Lymphatic system & diseases

Lymphatic system Blood

Components of blood

Role of blood

ABO blood groups & transfusions

Inflammatory response

Activity: ABO blood groups

Cardiovascular diseases

Lifestyle choices


The lymphatic system functions to return tissue fluid to the circulatory system and to assist in protecting the body from disease

Blood: erythrocytes, leucocytes, platelets, plasma - relate structure/contents to function

Role of blood (transport of gases, nutrients, wastes, hormones/protection against pathogens, toxic substances, blood loss/regulation of water content, pH and body temperature, protection against damage through blood clotting)

Inflammatory response - role of blood flow, changes to capillary permeability and migration of leucocytes

SHE (Science as a human endeavour) Blood transfusions rely on determining blood groups and can be used to treat many different diseases and conditions

Blood groups ABO and Rh blood system - blood matching of donor and recipient

Maternal/foetal problem due to Rh+/- incompatibility

TERM 2: SEMESTER 1: DIGESTIVE SYSTEM

Text book Dot Point Unit 1 Assessments Chapter 9 5. Digestive system Task 6: Test-Respiratory, circulatory & digestive systems

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Structure and function

Structures 1. Nose 2. Pharynx 3. Larynx 4. Trachea 5. Bronchi/bronchioles 6. Alveoli

Tissues of the digestive system

ELABORATIONS

The sequence of organs in the digestive system is important in the efficient digestion of food and absorption of nutrients in providing the appropriate conditions and enzymes

The tissues of the organs of the digestive system have specific features to increase the efficiency of the organ’s function eg. lining of the stomach has different cells that produce mucus, enzymes (eg lipases, protease, amylase) and HCl; the structure of the lining of the small intestine - rugae and villi, with the presence of capillaries and lymph vessels

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Digestion

Mechanical digestion (teeth, peristalsis, emulsification)

Chemical digestion 1. Carbohydrates to

monosaccharides 2. Proteins to amino acids 3. Lipids to glycerol & fatty

acids

Production of enzymes (locations, role, products)

S2: Activity 24: Digestion simulation Diseases affecting digestion

Cystic fibrosis & PKU

ELABORATIONS Digestion

Production of enzymes by the various glands for the food type acted on and the products produced in the sequence of digestion and the different locations of the digestive tract

The microbial content of the large intestine carries out some digestive activity on otherwise indigestible materials

Tissues

Large surface area of the small intestine (length, folding, villi, microvilli) aids in the absorption of monosaccharides, amino acids and fatty acids and glycerol, vitamins, water via the processes of active transport, diffusion, facilitated diffusion and osmosis

The structure of the villi in the small intestine facilitates efficient absorption of nutrients

Absorption of water, some B and K vitamins at the large intestine

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TERM 2: SEMESTER 1: EXCRETORY SYSTEM

Text book Dot Point Unit 1 Assessments Chapter 10 7. Excretory system Task 8: Kidney dissection

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The kidneys

Structure of kidneys (including blood vessels and connections to the bladder and external environment)

Waste products: urea, uric acid & creatinine

Excretion vs elimination

ELABORATIONS to do: Task 6 (test)

Macroscopic structure of the kidney and associated blood vessels and connections to the bladder and the external environment

The origin and organ of excretion of metabolic waste products including water, bile pigments, urea, ions (salts), hormones, carbon dioxide

Differentiate between excretion and elimination

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The nephron

Structure of the nephron Urine production (filtration,

secretion and absorption)

Role of the liver in deamination

Toxicity of waste products

Kidney dysfunction

Kidney failure S1: Activity 30: Excretion-water loss from the kidneys


Structure of the nephron in terms of areas for filtration, secretion and absorption

Role of the liver in process of deamination and urea production Toxicity - ammonia compared to urea

6 Revision

7 Task 8: SEMESTER 1 EXAMINATION

TERM 2: SEMESTER 2: MUSCULOSKELETAL SYSTEM


Chapters 11-12 6. Musculoskeletal system Task 9: Osteoporosis & osteoarthritis 8.3 Osteoporosis & osteoarthritis Task 10: Excretory & musculoskeletal systems

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Muscle tissue

Structure & function of skeletal muscle tissue Structure of myofibrils Sliding filament theory:

steps

Relaxed and contracted sarcomere

Activity: spaghetti muscles

ELABORATIONS

Macroscopic structure, location, function of skeletal muscle tissue

Microscopic structure of skeletal muscle (muscle fibres, myofibrils, myofilaments, actin and myosin, sarcomeres, H Zone, A and I Bands, Z lines)

Sliding filament theory: projections on the myosin form cross bridges with actin to move the Z lines closer together

Sarcomere in relaxed and contracted states and requires calcium ions (mention potassium flooding, troponin and tropomyosin)

Energy requirements -role of ATP in muscle contraction

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Bone & cartilage

Structure of a long bone

Microscopic structure of: compact bone spongy bone

Function and location of cartilage in the skeleton

Types of cartilage Microscopic & microscopic

structure of cartilage

Activity: Long bone dissection


Macroscopic (structure of the long bone) and microscopic (compact and cancellous bone - osteocytes and structure of bony matrix) structure of bone

Function and location of cartilage in the skeleton macroscopic (hyaline, fibrocartilage and elastic cartilage) microscopic (cartilage cells and matrix) structure of

cartilage

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Muscles & bones

Muscle & bones work together to allow movement Origin and insertion of

muscles including tendons Major pairs of antagonistic

muscles and movements

Major bones of the body Axial skeleton Appendicular skeleton

ELABORATIONS Skeletal muscles and movement, location of major muscles of

the body

Flexor and extensor muscles, major pairs of antagonistic muscles and their movements - muscles producing movement at the shoulder, elbow, wrist, fingers and muscles used in walking, balance, posture and upright stance


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Joints

Types of joints

Structure of and function of joints

Location of joint types

Range of movement allowed at each joint

S3: Activity 27: Joints and arthritis

ELABORATIONS Types of joints (immoveable, semi-moveable and freely

moveable): structure, function, reasons for particular joints at different locations

Range of movements (flexion, extension, abduction, adduction, rotation, circumduction)

Limitations of movement at joints due to structure and attachments to surrounding muscles

TERM 3: SEMESTER 2: DNA & PROTEIN SYNTHESIS

Text book Dot Point Unit 2 Assessments Chapter 13 1. DNA NA

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Structure of DNA

Location of DNA: mitochondria and nucleus

Inheritance of mitochondrial DNA

Function of DNA: coding for proteins

Double helix structure: nucleotide bases phosphate group deoxyribose (sugar)

Base pairing rules

Hydrogen bonds between nucleotide bases

S2: Activity 34: DNA-life’s master molecule

ELABORATIONS Maternal inheritance pattern of mitochondrial DNA

Function of DNA: Control of protein production/synthesis Information is in a code - the sequence of bases along the

helix

Structure of DNA: nucleotide (phosphate, sugar and N base) Base pairing rules link A-T and G-C

Hydrogen bonds between bases, covalent bonding between sugar and phosphates on backbone

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DNA replication

Packaging of DNA: histones

DNA replication Leading strand Lagging strand (Okazaki

fragments) Enzymes involved

ELABORATIONS to do: Task 10 (test) Double helix model allows for separation of the strands to enable

transcription to occur

Histones and nucleosomes are important in the packaging of DNA to produce chromosomes

Process of DNA replication - 3’ and 5’ ends are important in direction of replication process

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Protein synthesis

Protein synthesis: 1. Transcription 2. Translation 3. RNA (types and roles:

mRNA, tRNA) 4. Role of codons/anticodons 5. Enzymes involved

S3: Activity 13: Protein synthesis

ELABORATIONS Protein synthesis: the processes of transcription and translation

of the genetic code to produce functioning proteins (location within cell)

RNA – 3 types and each has a different role

Codons/anticodons and amino acids

Enzymes are involved in all reactions associated with protein synthesis

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TERM 3: SEMESTER 2: CELL DIVISION & EPIGENETICS


Chapters 13-15, 24 2. Cell reproduction Task 11: My Sister’s Keeper 5.2 Biological techniques Task 12: Task 11: Test- DNA & epigenetics

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Cell reproduction: mitosis

Purpose of mitosis: growth, repair, maintenance

Cell cycle and stages of mitosis: Interphase (DNA replication) Prophase Metaphase Anaphase Telophase

Epigenetics

Factors affecting transcription of DNA Histone acetylation DNA methylation

Environmental factors

Twin studies S3: Activity 14: Epigenetics & gene expression

ELABORATIONS Mitosis

Purpose of mitosis is to produce two identical daughter cells with diploid number of chromosomes for replacement of cells

Cytokinesis- division of cytoplasm Epigenetics

Epigenetics is the study of heritable traits that do not involve changes to the DNA code

A variety of factors activate (switch on – histone acetylation) or silence (switch off – DNA methylation) genes

Epigenetic factors accumulate throughout a person’s life time and can be linked to cancer, diabetes, mental illness

Epigenetic factors include pathogens (bacterial and viral), heavy metals, drugs, pollution, stress

Twin studies can show evidence of epigenetics

6 PERFORMANCE

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Cell reproduction: meiosis

Stages of meiosis Crossing over Non-disjunction

(trisomy/monosomy) Differences between meiosis

vs mitosis Diploid vs haploid Sex determination

S2: Activity 33: Meoisis-dividing to multiply Stem cells

Function of stem cells Types of stem cells

(embryonic, umbilical cord, somatic)

Totipotent / pluripotent / multipotent

ELABORATIONS to do: Task 11 Meiosis

Stages of meiosis allow for the orderly distribution of haploid sets of chromosomes to daughter cells

Crossing over can affect the linkage of genes

Independent assortment of chromosomes - important in the chances of identical gametes being formed

Non-disjunction - produces know syndromes (monosomy and trisomy)

Random fertilisation - important in determining probabilities of offspring geno/phenotypes

Difference between mitosis/meiosis:

Compare daughter cell functions

Daughter cell location

Number of daughter cells

Chromosome number (diploid/haploid)

Amount of variation Stem cells

Types of stem cells - embryonic, induced, somatic

Totipotent, pluripotent, multipotent - related to differentiation into different tissues

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TERM 3: SEMESTER 2: REPRODUCTION


Chapters 15 & 16 3. Human reproduction NA 5.5 Lifestyle choices

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Reproductive system

Structure and function of male and female reproductive systems

Pathway of sperm (in both males and females after intercourse) to allow for fertilization

Activity: Rat dissection

ELABORATIONS The production of offspring is facilitated by the structure and

function of the male and female reproductive systems in producing and delivering gametes for fertilisation and providing for the developing embryo and foetus

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Hormones

Hormonal regulation of menstrual cycle ovarian cycle

Hormones in the male reproductive system

Spermatogenesis

Oogenesis

S2: Activity 44: Menstrual cycles

ELABORATIONS to do: Task 12 (test) Hormonal regulation of female Menstrual and Ovarian cycle - FSH,

LH, oestrogen, progesterone.

Role of hormones in male reproductive system - FSH, LH, testosterone

Spermatogenesis and oogenesis differ in terms of number of functional gametes produced, size and structure of gametes produced, location, when (foetal development, puberty, fertilisation), frequency

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Fertilisation,

Fertilization in fallopian tube The embryo

Development of the embryo germ layers (ectoderm,

mesoderm, endoderm)

Genetic screening of embryos Stages of labour

Changes in the baby at birth (circulatory system changes)

ELABORATIONS The embryo

Acrosomal reaction (why so many sperm needed)

Zona pellucida reaction and completion of meiosis in oocyte following fertilisation

HCG levels used to determine if pregnancy is established

Embryonic germ layers: ectoderm, mesoderm, endoderm produce specific organs/systems

Cleavage morula blastula (inner cell mass) implantation gastrulation

Genetic screening

Genetic conditions can be detected by various screening techniques; e.g. Down's, Cystic fibrosis, Muscular dystrophy, Huntington's, Mitochondrial disease

Specific screening techniques include blood test, nuchal fold scan, amniocentesis, genetic testing and the timing of these tests involve risks

Ethical considerations Stages of labour

Changes to circulatory system in new born (ductus ateriosis, ductus venosus, foramen ovale)

SHE

Discoveries made through the use of modern biotechnological techniques have increased understanding of DNA and gene expression

Lifestyle choices including diet, illicit drugs, alcohol and nicotine may affect foetal development

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TERM 4: SEMESTER 2: INHERITANCE

Text book Dot Point Unit 2 Assessments Chapters 22 & 23 4. Types of inheritance Task 13: Gel electrophoresis 5.1 Genetic profiling Task 14: Test-Reproduction & inheritance

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Inheritance

Alleles Dominance & co-dominance

Punnet squares ABO blood groups Sex determination

S2: Activity 38: Monohybrid crosses

ELABORATIONS Inheritance

Sex determination (XX/XY)

Punnet squares can be used to determine types and probabilities of offspring

Punnett Squares can be used to predict genotype/phenotype ratios for a range of examples of monohybrid crosses

Autosomal and sex-linked conditions impact on probabilities of genotypes and phenotypes of offspring

Probability of genotypes/phenotypes of offspring from monohybrid crosses can be determined from known parents or by test crosses

Offspring of multiple allele inheritance depends on the alleles present in the parents

Huntington's disease, PKU, ABO blood groups, red-green colour blindness & haemophilia

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Pedigrees

Autosomal predigrees X linked pedigrees

S2: Activity 39: Family trees DNA profiling

ELABORATIONS Pedigrees

Pedigree charts can be interpreted to identify genotypes/phenotypes of individuals

The mode of inheritance can be deduced from pedigree charts/family trees

Pedigree charts use internationally recognised symbols DNA profiling

DNA profiling identifies the unique genetic make-up of individuals and can be used in determining parentage

3 DNA profiling

Gel electrophoresis

ELABORATIONS to do: Task 13 DNA profiles are produced through gel electrophoresis - Southern

Blot or STR profiles are produced

TERM 4: SEMESTER 2: CONTRACEPTION & STIs

Text book Dot Point Unit 2 Assessments Chapters 20 & 21 3.7 - 3.9 Contraception etc. NA

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Contraception Advantages Disadvantages Success rate Ethical considerations

Assisted reproductive technologies

IVF AI GIFT ICSI

Sexual Transmitted Infections

Causes Symptoms Treatment

ELABORATIONS to do: Task 14 (test) Contraception

methods of contraception: hormonal, surgical and barrier

advantages, disadvantages, success rate, ethical considerations of different methods

causes, effects/symptoms, treatment, prevention of: Chlamydia, HIV, Genital warts, Herpes, Syphilis, Gonorrhoea

bacterial and viral classification of diseases

link prevention of disease to contraception methods Assisted reproductive technologies

infertility occurs in males and females due to a variety of causes

IVF, AI, GIFT, ICSI - describe the processes involved, risks and benefits, ethical issues.

Assisted Reproductive Technology (ART) is used to treat infertility Sexual Transmitted Infections

causes, effects/symptoms, treatment, prevention of: Chlamydia, HIV, Genital warts, Herpes, Syphilis, Gonorrhoea

bacterial and viral classification of diseases

link prevention of disease to contraception methods

5 Revision

6 Task 15: SEMESTER 2 EXAMS

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Foundation Christian College

Year 11 Units 1 & 2 Human Biology ATAR 2017

Assessment Outline

Assessment Type

Type Weighting

(%)

Task Weighting

(%)

Task

# Assessment Task Due date

Investigations

20

4 1 Using a microscope

S2: Activity 5 STAWA T1 w3

4 2 Respiration – aerobic and anaerobic

Activity 6 STAWA T1 w6

4 4 Heart and lung dissection


4 7 Kidney dissection & urine production


4 13 Gel electrophoresis & DNA profiling


Extended

Response 15

5 5 Cardiovascular diseases


5 9 Osteoporosis & osteoarthritis T3 w1

5 11 My Sister’s Keeper T3 w9

Tests 25

5 3 TEST 1: Cells and metabolism T1 w9

5 6 TEST 2: Respiratory, circulatory & digestive systems T2 w4

5 10 TEST 3: Musculoskeletal & excretory systems T3 w3

5 12 TEST 4: DNA & epigenetics T3 w9

5 14 TEST 5: Reproduction & inheritance T4 w4

Exams 40

20 8 Semester 1 Exam T2 w7

20 15 Semester 2 Exam T4 w6

TOTAL 100 100

* All dates are subject to negotiation and variation in accordance with the classroom teacher

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HUMAN BIOLOGY - ATAR Year 11

Unit 1 – The functioning human body

Unit description

This unit looks at how human structure and function supports cellular metabolism and how lifestyle choices affect body functioning.

Cells are the basic structural and functional unit of the human body. Cells contain structures that carry out a range of functions related to metabolism, including anabolic and catabolic reactions. Materials are exchanged in a variety of ways within and between the internal and external environment to supply inputs and remove outputs of metabolism. Metabolic activity requires the presence of enzymes to meet the needs of cells and the whole body. The respiratory, circulatory, digestive and excretory systems control the exchange and transport of materials in support of metabolism, particularly cellular respiration. The structure and function of the musculo-skeletal system provides for human movement and balance as the result of the co-ordinated interaction of the many components for obtaining the necessary requirements for life.

Students investigate questions about problems associated with factors affecting metabolism. They trial different methods of collecting data, use simple calculations to analyse data and become aware of the implications of bias and experimental error in the interpretation of results. They are encouraged to use ICT to interpret and communicate their findings in a variety of ways.

Unit 2 – Reproduction and inheritance

Unit description

This unit provides opportunities to explore, in more depth, the mechanisms of transmission of genetic materials to the next generation, the role of males and females in reproduction, and how interactions between genetics and the environment influence early development. The cellular mechanisms for gamete production and zygote formation contribute to human diversity. Meiosis and fertilisation are important in producing new genetic combinations.

The transfer of genetic information from parents to offspring involves the replication of deoxyribonucleic acid (DNA), meiosis and fertilisation. The reproductive systems of males and females are differentially specialised to support their roles in reproduction, including gamete production and facilitation of fertilisation. The female reproductive system also supports pregnancy and birth. Reproductive technologies can influence and control the reproductive ability in males and females. Cell division and cell differentiation play a role in the changes that occur between the time of union of male and female gametes and birth. Disruptions to the early development stages can be caused by genetic and environmental factors: inheritance can be predicted using established genetic principles. The testing of embryos, resulting from assisted reproductive technologies, is conducted for embryo selection, and the detection of genetic disease. The application of technological advances and medical knowledge has consequences for individuals and raises issues associated with human reproduction.

Students investigate an aspect of a given problem and trial techniques to collect a variety of quantitative and qualitative data. They apply simple mathematical manipulations to quantitative data, present it appropriately, and discuss sources and implications of experimental error. They also consider the limitations of their procedures and explore the ramifications of results that support or disprove their hypothesis. They are encouraged to use ICT in the analysis and interpretation of their data and presentation of their findings.

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How do I achieve to the best of my ability?

This year is designed to prepare you for further study and to equip you with the skills needed

when you leave school. You may find that the material is presented at a faster pace and there is

more responsibility on your part to keep up by regularly studying at home. Many students in the

past have said that they wished they had studied harder from the beginning of the year. In

particular, Human Biology is a technical subject and has a large and complex vocabulary, which

must be mastered bit by bit. So to help you, here are some suggestions:

Get organised. Have a master file at home for filing your notes and worksheets, set up

topic by topic. After each topic put your notes into the master file and keep the topics

separated by dividers. Regularly check this Unit Guide for assessments and due dates.

A definitions book is helpful. An exercise book works well. Where possible try to write

the meanings in your own words. Make sure you understand everything you write in this

book. Use the summary at the end of each chapter and the glossary at the end of the

textbook to help you to compile your book.

Study time. Although you will not have a lot of homework and assignments, you are

expected to spend 3 hours a week on Human Biology. This time of study and revision is

essential if you are to keep up with all of the information presented to you.

Suggested things to do during this time:

Read over the work covered in class that day – your notes and text book.

Write new words and definitions into your definitions book.

Write down anything you don’t understand and be sure to ask the following lesson.

Review the work to date on the topic (look back a few lessons), trying to link

concepts and information together.

Test yourself on the work to date. Use your revision book.

Class time. Make the most of class time – it is much harder to catch up if you waste this

time. You can make good use of class time by:

Paying attention.

Getting involved in class: answering and asking questions, listening to other

student’s answers, asking for help.

Working quickly and quietly during practical sessions. Keep accurate records of

your results, regardless of whether it is for assessment or not.

Bringing your textbook to class. You can underline key concepts and write

questions in the margin.

Assignments. Start early and have your work all ready to hand in on time (i.e. name on

it, stapled etc) well before coming to school on the due date.

Exams. Go over your notes and textbook. Do not over-study the areas you find easy and

ignore the harder areas. Aim for a good working knowledge in all areas. Practice writing

extended answers – they need careful planning and a logical order. Don’t write the topic

out – just begin with a short topic sentence. Keep your sentences short – one sentence –

one fact. Answer the question in the order it was asked – it is acceptable to partition your

answer if the question was partitioned, to use dot points, well labelled and informed

diagrams and tables (especially for comparisons). The following have been adapted from information gathered from:

http://writing.colostate.edu/index.cfm AND http://www.lc.unsw.edu.au/onlib/exkey.html Date Visited: 16 December 2009

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Answering Exam Questions

Comment on To discuss, criticise or explain the meaning as completely as possible

Compare To show the similarities between two or more objects, theories, events,

concepts, applications or explanations.

Contrast To compare by showing the differences between two or more objects,

theories, events, concepts, applications or explanations.

Define To give the formal meaning by distinguishing it from related terms. Include

elaborations and examples where applicable.

Describe To write a detailed account or verbal picture in a logical sequence or story

form; noting physical and sometimes chronological details (eg. describe the

trends in a graph)

Discuss To present arguments for and against a point of view and reach a conclusion.

The arguments must be supported with appropriate evidence.

Evaluate Requires a judgment about which theory, application, approach etc. is

superior and why. To give an opinion, supported by some expert opinions, of

the truth or importance of a concept. Show the advantages and

disadvantages.

Explain Requires an analysis of cause-and-effect or explanation of the reasoning

process – answers ‘why’. Explore the rest of the question to see if there is an

additional focus or link to other ideas, objects or theories.

Illustrate To explain or make clear by concrete examples, comparisons and/or

analogies.

List To produce a list of words, sentences or comments. Can be in dot point form.

Outline To give a general summary. It should contain a series of main ideas

supported by secondary facts. Show the organisation of the idea.

Name Eg: Name the process – photosynthesis, respiration, transpiration etc.

Relate To show the connection between things, telling how one causes or is like

another.

State To describe the main points in precise terms. Use brief, clear sentences.

Omit details or examples.

Summarise To give a brief, condensed account of the main ideas.

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Chicago Style referencing for reports Murdoch University. Library. 2001. How to Cite References. http://www.murdoChapteredu.au/library/find/citation/ (accessed October 27, 2009).

PAY ATTENTION TO THE USE OF PUNCTUATION MARKS

The Reference List or Bibliography (Out of Text Referencing) All documents cited in your assignment are listed in a single alphabetical list at the end of the assignment. The list is arranged by the author's family name or title if no author is present. The authors' names are given as they appear on the publication you have used. Capitalisation practice also should be consistent. Titles are given maximal capitalisation. All words other than prepositions, conjunctions, and definite and indefinite articles (a, an, the) are capitalised. Journal and book titles are italicised or if handwritten underlined. If any information is missing from the source (make sure you check thoroughly) then just use the information that is available.

PRINT DOCUMENTS

Books

Author, A., and B. Author, eds. Year. Title: Subtitle. Edition. Place of publication: Name of Publisher .

Single author Adam-Smith, Patsy. 1978. The ANZACS. Melbourne: Thomas Nelson. Two authors or editors Butler, J. Douglas, and David F. Walbert, eds. 1986. Abortion, Medicine and the Law. New York: Facts on File Publications. Three or more authors or editors Millon, Theodore, Roger Davis, Carrie Millon, Luis Escovar, and Sarah Meagher. 2000. Personality Disorders in Modern Life. New York: Wiley. Two or more books by the same author published in the same year Gilbert, Sandra M. 1972a. Acts of Attention: The Poems of D. H. Lawrence. Ithaca: Cornell University Press. AND Gilbert, Sandra M. 1972b. Emily's Bread: Poems. New York: Norton. Organisation Ansett Transport Industries Ltd. 1984. Annual Report 1983-84. Melbourne: ATI. Government publication Australian Bureau of Statistics. 1985. Projections of the Population of Australia, States and Territories, 1984 to 2021, Cat. no. 3222.0. Canberra: ABS. Government Departments Australia. Department of Aboriginal Affairs. 1989. Programs in Action for Aboriginal and Torres Strait Islander People: Achievements. Canberra: AGPS. Western Australia. Environmental Protection Authority. 1998. Industrial Infrastructure and Harbour Development, Jervoise Bay. Bulletin 908. Perth: EPA. Multivolume work Russell, Bertrand. 1967. The Autobiography of Bertrand Russell. 3 vols. London: Allen & Unwin. Entry in an encyclopaedia/dictionary When referring to a well-known alphabetically arranged work such as an encyclopaedia or dictionary, the citation should be incorporated into the text. Example: "In his article on multiculturalism in the 2003 edition of The Oxford Companion to Australian History, John Lack ...." These items are not then listed in a bibliography or reference list (Chicago Manual of Style, sec. 17.238).

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Parts of a book

Journal articles

Article Author, A., and B. Article Author. Year. Title of article. Title of Journal volume number (issue number): inclusive page numbers.

INTERNET DOCUMENTS Cite documents published on the internet according to the specific guidelines for the type of document. Books, plays, government reports and company annual reports are examples of documents that may be published on the Internet. Please note: If no author or editor is given, the title will precede the year of publication.

Author, A. Year. Title: Subtitle. Edition. Source or supplier information. Web address (accessed date).

Whole Internet site Australia. Commonwealth Bureau of Meteorology. 2001. Climate Information. http://www.bom.gov.au/climate (accessed July 14, 2001). Electronic document, no author How to Cite References. 1996. Murdoch: Murdoch University Library. http://wwwlib.murdoChapteredu.au/libinfo/gdes/refgdes/cite/cite.html (accessed July 14, 1998). Government publication (Australian Bureau of Statistics Bulletin) Australian Bureau of Statistics. 1999. Australian Farming in Brief. Bulletin, Cat. no. 7106.0, AusStats. http://www.abs.gov.au/ausstats (accessed July 6, 2001). Government publication (Government Department) Western Australia. Department of Environmental Protection. 1998. Environment Western Australia 1998 : State of the Environment Report 1998. http://www.environ.wa.gov.au/publications/report.asp?id=7&catid=25&pubid=1064 (accessed February 28, 2000).

OTHER FORMATS

Television Programme Masters, Chris. 2006. Big Fish, Little Fish. Four Corners. television program. Sydney: ABC Television, March 27. DVD Bowling for Columbine. 2003. DVD. Written and directed by Michael Moore. Melbourne: AV Channel. Video Recording Attenborough, David. 1990. Life on Earth: A Natural History. video recording. Produced by Richard Brock and John Sparks. US: Warner Home Video. Radio Programme Browning, Daniel. 2006. Black Soccer Heroes. Message Stick. radio program. Guest speaker Dr. John Maynard. Sydney: ABC Radio, June 9.

ABBREVIATIONS Standard abbreviations may be used in your citations. A list of appropriate abbreviations can be found in Chicago Manual of Style (2003), p. 571-577. Some of the more often used examples are listed here. app. appendix et al. and others (Latin et al) pt. part art. article n.d. no date rev. revised chap. chapter no. nos. number(s) sec. section div. division n.p. no place ser. series ed. editor, edited by, edition p. pp. page(s) suppl. supplement eds. editors par. paragraph vol. volume

Author of Part, A. Year. Title of chapter or part. In Title: Subtitle of Book, Edition, ed. A. Editor and B. Editor, inclusive page numbers. Place of publication: Publisher.

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HUMAN BIOLOGY - eclass community · Cells - revision Processes of life Cell theory: cells are the basic unit of life Structure and function of cell components ELABORATIONS ... structure,

Documents