Year 12

Module 5: Heredity

Outcomes
A student:
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media BIO11/12-4
› analyses and evaluates primary and secondary data and information BIO11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› explains the structures of DNA and analyses the mechanisms of inheritance and how processes
of reproduction ensure continuity of species BIO12-12

Content Focus
Life continues through the processes of reproduction and heredity. Students expand their knowledge
of evolution by understanding the cellular processes involved in increasing genetic diversity. They
investigate reproduction and inheritance patterns in both plants and animals as well as the role of
DNA in polypeptide synthesis and the uses of technologies in the study of inheritance patterns.

Students also learn about contemporary research and the work of geneticists across a variety of
industries, including medical applications and agriculture. They explore the effects on society and the
environment through the application of genetic research.

Working Scientifically
In this module, students focus on processing and representing data in appropriate formats to analyse
and evaluate trends, relationships and patterns. Students derive and justify valid conclusions about
the processes involved in heredity. Students should be provided with opportunities to engage with all
Working Scientifically skills throughout the course.

Content

Reproduction
Inquiry question: How does reproduction ensure the continuity of a species?

Students:
● explain the mechanisms of reproduction that ensure the continuity of a species, by analysing
sexual and asexual methods of reproduction in a variety of organisms, including but not limited to:
– animals: advantages of external and internal fertilisation
– plants: asexual and sexual reproduction
– fungi: budding, spores
– bacteria: binary fission (ACSBL075)
– protists: binary fission, budding
● analyse the features of fertilisation, implantation and hormonal control of pregnancy and birth in
mammals (ACSBL075)
● evaluate the impact of scientific knowledge on the manipulation of plant and animal reproduction
in agriculture (ACSBL074)

Biology Stage 6 Syllabus 48

 Year 12

Cell Replication
Inquiry question: How important is it for genetic material to be replicated exactly?

Students:
● model the processes involved in cell replication, including but not limited to:
– mitosis and meiosis (ACSBL075)
– DNA replication using the Watson and Crick DNA model, including nucleotide composition,
pairing and bonding (ACSBL076, ACSBL077)
● assess the effect of the cell replication processes on the continuity of species (ACSBL084)

DNA and Polypeptide Synthesis

Inquiry question: Why is polypeptide synthesis important?

Students:
● construct appropriate representations to model and compare the forms in which DNA exists in
eukaryotes and prokaryotes (ACSBL076)
● model the process of polypeptide synthesis, including: (ACSBL079)
– transcription and translation
– assessing the importance of mRNA and tRNA in transcription and translation (ACSBL079)
– analysing the function and importance of polypeptide synthesis (ACSBL080)
– assessing how genes and environment affect phenotypic expression (ACSBL081)
● investigate the structure and function of proteins in living things

Genetic Variation
Inquiry question: How can the genetic similarities and differences within and between species be
compared?

Students:
● conduct practical investigations to predict variations in the genotype of offspring by modelling
meiosis, including the crossing over of homologous chromosomes, fertilisation and mutations
(ACSBL084)
● model the formation of new combinations of genotypes produced during meiosis, including but not
limited to:
– interpreting examples of autosomal, sex-linkage, co-dominance, incomplete dominance and
multiple alleles (ACSBL085)
– constructing and interpreting information and data from pedigrees and Punnett squares
● collect, record and present data to represent frequencies of characteristics in a population, in
order to identify trends, patterns, relationships and limitations in data, for example:
– examining frequency data
– analysing single nucleotide polymorphism (SNP)

Biology Stage 6 Syllabus 49

 Year 12

Inheritance Patterns in a Population

Inquiry question: Can population genetic patterns be predicted with any accuracy?

Students:
● investigate the use of technologies to determine inheritance patterns in a population using, for
example: (ACSBL064, ACSBL085)
 DNA sequencing and profiling (ACSBL086)
● investigate the use of data analysis from a large-scale collaborative project to identify trends,
patterns and relationships, for example: (ACSBL064, ACSBL073)
 the use of population genetics data in conservation management
 population genetics studies used to determine the inheritance of a disease or disorder
 population genetics relating to human evolution

Biology Stage 6 Syllabus 50

 Year 12

Module 6: Genetic Change

Outcomes
A student:
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
› explains natural genetic change and the use of genetic technologies to induce genetic change
BIO12-13

Content Focus
Students learn about natural and human-induced causes and effects of genetic change, including
mutations, environmental pressure and uses of biotechnology. Students investigate how the
processes of inheritance and evolution are applied.

The work of scientists in various fields of work, including agriculture, industry and medicine, can be
explored within the context of biotechnology. The impact of biotechnology on biological diversity is
also explored in this module.

Working Scientifically
In this module, students focus on analysing trends and patterns and solving problems using evidence
from data and information. Students also focus on communicating ideas about genetic change for a
specific purpose. Students should be provided with opportunities to engage with all Working
Scientifically skills throughout the course.

Content

Mutation
Inquiry question: How does mutation introduce new alleles into a population?

Students:
● explain how a range of mutagens operate, including but not limited to:
– electromagnetic radiation sources
– chemicals
– naturally occurring mutagens
● compare the causes, processes and effects of different types of mutation, including but not limited
to:
– point mutation
– chromosomal mutation
● distinguish between somatic mutations and germ-line mutations and their effect on an organism
(ACSBL082, ACSBL083)
● assess the significance of ‘coding’ and ‘non-coding’ DNA segments in the process of mutation
(ACSBL078)
● investigate the causes of genetic variation relating to the processes of fertilisation, meiosis and
mutation (ACSBL078)

Biology Stage 6 Syllabus 51

 Year 12

● evaluate the effect of mutation, gene flow and genetic drift on the gene pool of populations
(ACSBL091, ACSBL092)

Biotechnology
Inquiry question: How do genetic techniques affect Earth’s biodiversity?

Students:
● investigate the uses and applications of biotechnology (past, present and future), including:
(ACSBL087)
– analysing the social implications and ethical uses of biotechnology, including plant and animal
examples
– researching future directions of the use of biotechnology
– evaluating the potential benefits for society of research using genetic technologies
– evaluating the changes to the Earth’s biodiversity due to genetic techniques

Genetic Technologies
Inquiry question: Does artificial manipulation of DNA have the potential to change populations
forever?

Students:
● investigate the uses and advantages of current genetic technologies that induce genetic change
● compare the processes and outcomes of reproductive technologies, including but not limited to:
– artificial insemination
– artificial pollination
● investigate and assess the effectiveness of cloning, including but not limited to:
– whole organism cloning
– gene cloning
● describe techniques and applications used in recombinant DNA technology, for example:
– the development of transgenic organisms in agricultural and medical applications
(ACSBL087)
● evaluate the benefits of using genetic technologies in agricultural, medical and industrial
applications (ACSBL086)
● evaluate the effect on biodiversity of using biotechnology in agriculture
● interpret a range of secondary sources to assess the influence of social, economic and cultural
contexts on a range of biotechnologies

Biology Stage 6 Syllabus 52

 Year 12

Module 7: Infectious Disease

Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1
› designs and evaluates investigations in order to obtain primary and secondary data and
information BIO11/12-2
› conducts investigations to collect valid and reliable primary and secondary data and information
BIO11/12-3
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media BIO11/12-4
› analyses infectious disease in terms of cause, transmission, management and the organism’s
response, including the human immune system BIO12-14

Content Focus
This module examines the treatment, prevention and control of infectious disease both locally and
globally. It includes study of the human immune system and its response to an infectious disease.

The value of studying infectious disease and its causes and effects is highlighted by the cost to
humans in terms of losses in productivity and production and the impact on overall health. The
module also considers medical and agricultural applications that draw on the work of a variety of
scientists.

Working Scientifically
In this module, students focus on developing and evaluating questions and hypotheses when
planning and conducting investigations to analyse trends, patterns and relationships in data about
infectious diseases. Students should be provided with opportunities to engage with all Working
Scientifically skills throughout the course.

Biology Stage 6 Syllabus 53

 Malaria
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Content

Causes of Infectious Disease mad a

Inquiry question: How are diseases transmitted?

Students: my contacteureasil
● describe a variety of infectious diseases caused by pathogens, including microorganisms,
macroorganisms and non-cellular pathogens, and collect primary and secondary-sourced data
and information relating to disease transmission, including: (ACSBL097, ACSBL098, ACSBL116, and more
ACSBL117) Predic
– classifying different pathogens that cause disease in plants and animals (ACSBL117) puccina -Foot
– investigating the transmission of a disease during an epidemic
I
indirect – design and conduct a practical investigation relating to the microbial testing of water or food
direct,
vector samples
– investigate modes of transmission of infectious diseases, including direct contact, indirect
contact and vector transmission
mildew ● investigate the work of Robert Koch and Louis Pasteur, to explain the causes and transmission of
Powdery
caused by fungi infectious diseases, including:
.
a a specific diseuse

para
provethat - approve microbes ener lysis tick is that
invades vascular system. –
causes of leaves. –
Koch’s postulates
Pasteur’s experiments on microbial contamination
~

able to ect its saliva

ing
s
witting cell neurotoxins into a
Death of pea plach . ● assess the causes and effects of diseases on agricultural production, including but not limited to: membrane Saliva contains
.

of caused by psidii
not poccinia
Reduces yield mystle chemicals that stop inflam
peas up
Effect eucalyptus Hee tree Reduction in plant quality
.cost of disease
& managment mation response.
– plant diseases
·

to 20%
-

trade
loss in international
> FAMD reduced productivity of livestock
. Animal must be
: destroyed Trade restriction .

– animal diseases -

& ⑧
cumpy wool disease ● compare the adaptations of different pathogens that facilitate their entry into and transmission
by Club lamb fungus. between hosts (ACSBL118) - mycobacterium Tuberculosis developed
washed sheep
are * an outer
capsule to allow for survival after
Staphylocos tuners is able to live Heliobacter pyloriCan Survive in
in water & is chlorine
most vulnerable
Responses to PathogensSurvive
resistant Can acidic environments such
.
as the phagocytosis . Thrives+
reproduces within
Stomach by nelesing the
reduces yield
.
of in drinking water

Inquiry question: How does a plant or animal respond to infection?

enzymes
vemonic macrophage
sheep product al
-- Shin HC1 microflora
Increase for BBTV
Passive : chitinase enzyme wards off apaid rectors mytle rust-ppuccinia a
Bidii ,
,
Inflammation : most cells - histamine e perma Ndia - Theat ↑ phagocytes
-tissue repair
Active: Apoptosis to prevent spread Passive
storedoilsactasantifungals
:
.

consumers Students: of
periderm(curly protec +issue) lymphatic system ???
Active : formation
of
formation barrier zones
fire

● investigate the response of a named Australian plant to a named pathogen through practical
and/or secondary-sourced investigation, for example: stomach
– fungal pathogens pucinnia Psidii bar in

en
t
as
-

– viral pathogens Dunchy banna top virus

-

-Shin
● analyse responses to the presence of pathogens by assessing the physical and chemical
changes that occur in the host animals cells and tissues (ACSBL119, ACSBL120, ACSBL121,
ACSBL122) Linflammation

Immunity
Inquiry question: How does the human immune system respond to exposure to a pathogen?

Students: macrophages
cell mediated
humoral mems
● investigate and model the innate and adaptive immune systems in the human body (ACSBL119)
● explain how the immune system responds after primary exposure to a pathogen, including innate
and acquired immunity
?
I
memory cells are inflammation
faster
shortg he outs / pr our long
,
aufbodie term
activated, releasing
immunologial more efficient
Passive Active memory antibodies to
response specific
antibodies
Natural Buest feeding immuneponseon the antigen More
.

are produced A faster , more efficient

Artificial STROVIMBAB
vaccination response.
Biology Stage 6 Syllabus 54
 Year 12
with

San
suburbs
Prevention, Treatment and Control
Inquiry question: How can the spread of infectious diseases be controlled?
wore a
Students:
● investigate and analyse the wide range of interrelated factors involved in limiting local, regional-Can occur
C use
and global spread of a named infectious disease >influenza A through the

i
-
● investigate procedures that can be employed to prevent the spread of disease, including but not of airplanes .
limited to: (ACSBL124)
– hygiene practices ~ for humans
-personal , water ,
food use of airplanes am
result in Spread
aroplanes am – quarantine Border
↓
H
choiera thawed food
control
-radiation gingivitis
.

from 1
~
allows for
material

plant quarantive
individuals
Animal &

take affected – vaccination, including passive and active immunity (ACSBL100, ACSBL123) a country to another
to unaffected countries – public health campaigns Gov regulations sewage for ,
resteraunts,
stevilisation of med
equipment secondary
screening
-D disease (free)
free for
immune response
slap seek slide
Sunsmart, caller Council Slip slop
.

– use of pesticides used to kill anopholes mosquito resistance ↓ effectiveness

Disparity in the access
~ DDT .
of
mosquito lifes t will mosquities. Prevent Spread Malaria
insecticides are used to avoid &
mosquito on nets

to info about methods – genetic engineering introduce

genes that prevent mosquities from carrying plasmodium make male mosquitoes sterile Crispe to make RBC inhospitable
>
-

.
.

● investigate and assess the effectiveness of pharmaceuticals as treatment strategies for the
to
prevent/control control of infectious disease, for example:
sprend of disease may – antivirals
countries. targets envelope proteins DNA/RNA polymerase
-

vary between
,

N – antibiotics inhibits cell wall (peptidoglycan) innibits protein synthesis

-

Min spread ● investigate and evaluate environmental management and quarantine methods used to control an

&
epidemic or pandemic
● interpret data relating to the incidence and prevalence of infectious disease in populations, for
example:
ASK IN – mobility of individuals and the portion that are immune or immunised (ACSBL124,
CONSULT ACSBL125)
– Malaria or Dengue Fever in South East Asia >
- Kakadu Plum has antioxidants to protect free radicals
againstInhibits
S
● evaluate historical, culturally diverse and current strategies to predict and control the spread of of
growth
>

) Epidemology DNA profiling bacteria

disease (ACSBL125) quarantine
&
, ,
sequencing
● investigate the contemporary application of Aboriginal protocols in the development of particular
Cholera : Spot medicines and biological materials in Australia and how recognition and protection of Indigenous
was .
created cultural and intellectual property is important, for example:

Ask in
map
– bush medicine
Before this,

I
– smoke bush in Western Australia
thought

S
bad smell was

consult
to be the cuse.

By 1890 vaccinations
were
,
manufactured against Nakade Plum
Choleva & typhoid fevr Nutamin C boost nutrient levels
Aboriginal protocol
:

Shin treatment
contemporary
:

Smokebush :

healing properties against

wounds /new Shin
Protocol :

contemporary
:
treats aid)

Biology Stage 6 Syllabus 55

 Year 12

Module 8: Non-infectious Disease and Disorders

Outcomes
A student:
› analyses and evaluates primary and secondary data and information BIO11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
› explains non-infectious disease and disorders and a range of technologies and methods used to
assist, control, prevent and treat non-infectious disease BIO12-15

Content Focus
Students engage with the study of non-infectious disease and disorders, including their causes and
effects on human health. They explore technologies and their uses in treating disease and disorders
as well as the epidemiology of non-infectious disease in populations.

This module examines the practical applications of STEM. It looks at the importance of understanding
the multidisciplinary nature of science applications. It also examines physiology and engineered
solutions to problems related to the management of human disorders.

Working Scientifically
In this module, students focus on collecting and processing data to analyse trends and patterns and
solve problems. They also focus on communicating ideas about non-infectious disease and disorders.

·
Students should be provided with opportunities to engage with all Working Scientifically skills

ga
throughout the course.

Content
↑ in blood glucose

Homeostasis Pancrease released

glucagon
Inquiry question: How is an organism’s internal environment maintained in response to a changing from
aluaas
external environment?

Students:
● construct and interpret negative feedback loops that show homeostasis by using a range of
sources, including but not limited to: (ACSBL101, ACSBL110, ACSBL111)
– temperature (ACSBL098) haved bodies and
fairyPenguin
smallean to a

- > Rygmy possumenters any

reduces neat loss
– glucose
● investigate the various mechanisms used by organisms to maintain their internal environment
within tolerance limits, including: redhangeroa tem - Winters
n

energytheat
only – trends and patterns in behavioural, structural and physiological adaptations in endotherms
to conserve
.

2?
- grizzly bears hibernation :

Pygmy possumto that assist in maintaining homeostasis (ACSBL099, ACSBL114) Kangaroo panting to
:

is nocturnal – internal coordination systems that allow homeostasis to be maintained, including hormones loose heat via
heat of
escape - and neural pathways (ACSBL112, ACSBL113, ACSBL114) evaporation/ventillation
the
– mechanisms in plants that allow water balance to be maintained (ACSBL115)
day
more to cool
i
fairy penguin
temp
water to cool

heat los)
down-

O
1 .

Reducing internal hairs to reflect

hug to minimise -

white
leaves have sunlight
2 Reduce exposure to
light water feedback
i Negative
.

fromStomata
oriented to block sunlight loop
b
-
leaves Biology Stage 6 Syllabus 56

StomataOpenwhenwhercomewaterae
Smaller leaves flowers
-

, petals Turgid
,

fluid
3. Regulating opening/closing of
 Melanoma
cardiomyopathy.
I hypertrophic alcohol Toxic and
Year 12

-
Acetaldehyde
in
carcinogenic
.

caused by > heart failure

of heart muscles
-

tumour suppressor Causes and Effects Thickening

genes (p53) Inquiry question: Do non-infectious diseases cause more deaths than infectious diseases?
↓ replication

Students:
Trutation
● investigate the causes and effects of non-infectious diseases in humans, including but not limited
Proto-oncogenes- other digestic

Cystic fibrosisic
Effects Secreting neces &
to: flvid) Can block blood vessles in
↑ usually replication fibrosis gene loss of
·

1 amino acid. Lungs coughing shortness of breath

>
– genetic diseases
: ·
,

A
-

↑ mutation ,

– diseases caused by environmental exposure

n – nutritional diseases - hypothyroidism .
– cancer disfunction is Spread (metastasis).
Deficiency in iodine
Delayed puberty slow heart rate lethargy
.
,
,

~Typdiabetes
i
>
-

● collect and represent data to show the incidence, prevalence and mortality rates of non-infectious
diseases, for example:
cased by untagens – nutritional diseases
– diseases caused by environmental exposure

han
Epidemiology
Inquiry question: Why are epidemiological studies used?

Students:
● analyse patterns of non-infectious diseases in populations, including their incidence and
prevalence, including but not limited to:
– nutritional diseases
– diseases caused by environmental exposure
● investigate the treatment/management, and possible future directions for further research, of a
non-infectious disease using an example from one of the non-infectious diseases categories listed
above
● evaluate the method used in an example of an epidemiological study
● evaluate, using examples, the benefits of engaging in an epidemiological study

Prevention
Inquiry question: How can non-infectious diseases be prevented?

Students:
● use secondary sources to evaluate the effectiveness of current disease-prevention methods and
develop strategies for the prevention of a non-infectious disease, including but not limited to:
– educational programs and campaigns
– genetic engineering

Biology Stage 6 Syllabus 57

 Year 12

Technologies and Disorders

Inquiry question: How can technologies be used to assist people who experience disorders?

Students:
● explain a range of causes of disorders by investigating the structures and functions of the relevant
organs, for example:
– hearing loss
– visual disorders
– loss of kidney function
● investigate technologies that are used to assist with the effects of a disorder, including but not
limited to: (ACSBL100)
– hearing loss: cochlear implants, bone conduction implants, hearing aids
– visual disorders: spectacles, laser surgery
– loss of kidney function: dialysis
● evaluate the effectiveness of a technology that is used to manage and assist with the effects of a
disorder (ACSBL100)

Biology Stage 6 Syllabus 58