Science

Unit 1: How do Organisms Regulate Their Functions?

Areas of Study:

• How do cells function?

• How do plant and animal systems function?

• How do scientific investigations develop understanding of how organisms regulate their functions?

Topics Studied:

• The cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes

• Cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells

• How systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment

• A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to the function and/or the regulation of cells or systems. The investigation draws on key knowledge and key science skills from Area of Study 1 and/or Area of Study 2

Unit 2: How Does Inheritance Impact on Diversity?

Areas of Study:

• How is inheritance explained?

• How do inherited adaptations impact on diversity?

• How do humans use science to explore and communicate contemporary bioethical issues?

Topics Studied:

• Reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity

• Apply an understanding of chromosomes to the process of meiosis

• How the relationship between genes, and the environment and epigenetic factors influence phenotypic expression

• The inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses

• The advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies

• Structural, physiological and behavioural adaptations that enhance an organism’s survival

• Interdependences between species, focusing on how keystone species and top predators’ structure and maintain the distribution, density and size of a population

• The contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems

• A student-directed research investigation into a contemporary ethical issue is to be undertaken in Area of Study 3. The investigation relates to the application of genetic knowledge, reproductive science, inheritance or adaptations and interdependencies beneficial for survival. The investigation draws on key knowledge and key science skills from Area of Study 1 and/or Area of Study 2

Assessment (Covers Units 1 & 2):

• A data analysis of generated primary and/or collated secondary data

• A report of a laboratory or fieldwork activity including the generation of primary data

• Media analysis of two or more media sources

• A report of a student-adapted or student-designed scientific investigation using a selected format such as a scientific poster, an article for a scientific publication, a practical report, an oral presentation, a multimedia presentation, or a visual representation

• A response to an investigation into a bioethical issue relating to genetics or reproductive science or adaptations beneficial to survival

• Practical work is a central component of learning and assessment and may include activities such as laboratory experiments, fieldwork, simulations, modelling and other direct experiences.

Cost: $ (resources and materials)

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Unit 3: How do Cells Maintain Life?

Areas of Study:

• What is the role of nucleic acids and proteins in maintaining life?

• How are biochemical pathways regulated?

Topics Studied:

• Investigate the workings of the cell from several perspectives

• The relationship between nucleic acids and proteins as key molecules in cellular processes

• Analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules

• The biological consequences of manipulating the DNA molecule and applying biotechnologies

• The structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration

• How the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices

• Apply knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue. Examples of investigation topics include, but are not limited to: discovery and development of the model of the structure of DNA; proteomic research applications; transgenic organism use in agriculture; use, research and regulation of gene technologies, including CRISPR-Cas9; outcomes and unexpected consequences of the use of enzyme inhibitors such as pesticides and drugs; research into increasing efficiency of photosynthesis or cellular respiration or impact of poisons on the cellular respiration pathway

• The application of ethical understanding in VCE Biology involves the consideration of approaches to bioethics and ethical concepts

• A student-designed scientific investigation related to cellular processes and/or responses to challenges over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3

Unit 4: How does Life Change and Respond to Challenges?

Areas of Study:

• How do organisms respond to pathogens?

• How are species related over time?

• How is scientific inquiry used to investigate cellular processes and/or biological change?

Topics Studied:

• The continual change and challenges to which life on Earth has been, and continues to be, subjected to

• The human immune system and the interactions between its components to provide immunity to a specific pathogen

• How the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease

• How evolutionary biology is based on the accumulation of evidence over time

• The impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies

• The evidence for relatedness between species and change in life forms over time using evidence from palaeontology, structural morphology, molecular homology and comparative genomics

• The evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence

• Apply knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue. Examples of investigation topics include, but are not limited to: deviant cell behaviour and links to disease; autoimmune diseases; allergic reactions; development of immunotherapy strategies; use and application of bacteriophage therapy; prevention and eradication of disease; vaccinations; bioprospecting for new medical treatments; trends, patterns and evidence for evolutionary relationships; population and species changes over time in non-animal communities such as forests and microbiota; monitoring of gene pools for conservation planning; role of selective breeding programs in conservation of endangered species; or impact of new technologies on the study of evolutionary biology

• The application of ethical understanding in VCE Biology involves the consideration of approaches to bioethics and ethical concepts

• A student-designed scientific investigation involving the generation of primary data related to cellular processes and/or how life changes and responds to challenges is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3

Assessment (Covers Units 3 & 4):

• Analysis and evaluation of a selected biological case study

• Analysis and evaluation of generated primary and/or collated secondary data

• Comparison and evaluation of biological concepts, methodologies and methods, and findings from three student practical activities

• Analysis and evaluation of a contemporary bioethical issue.

• Communication of the design, analysis, and findings of a student-designed and student- conducted scientific investigation through a structured scientific poster and logbook entries

Practical work is a central component of learning and assessment and may include activities such as:

• laboratory experiments

• fieldwork

• simulations, and

• other direct experiences

Cost: $ (resources and materials)

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Contact Teacher: Ms Sharon Jones

Unit 1: How are Earth’s Dynamic Systems Interconnected to Support Life?

Areas of Study:

• How are Earth’s systems organised and connected?

• How do Earth’s systems change over time?

• How do scientific investigations develop understanding of how Earth’s systems support life?

Topics Studied:

• The processes and interactions occurring within and between Earth’s four interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere

• How ecosystem functioning can influence many local, regional and global environmental conditions such as plant productivity, soil fertility, water quality and air quality

• How changes that have taken place throughout geological and recent history are fundamental to predicting the likely impact of future changes

• A variety of influencing factors in achieving a solutions-focused approach to responsible management of challenges related to natural and human-induced environmental change

• A student-adapted or student-designed scientific investigation is undertaken. The investigation involves the generation of primary data and is related to ecosystem components, monitoring and/or change. It draws on the key science skills and key knowledge from Area of Study 1 and/or Area of Study 2

Unit 2: What Affects Earth’s Capacity to Sustain Life?

Areas of Study:

• How can we manage pollution to sustain Earth’s systems?

• How can we manage food and water security to sustain Earth’s systems?

• How do scientific endeavours contribute to minimising human impacts on Earth’s systems?

Topics Studied:

• Consider pollution as well as food and water security as complex and systemic environmental challenges facing current and future generations

• Examine the characteristics, impacts, assessment and management of a range of pollutants that are emitted or discharged into Earth’s air, soil, water and biological systems, and explore factors that limit and enable the sustainable supply of adequate and affordable food and water

• A student-directed investigation is to be undertaken. The investigation explores how science can be applied to address Earth’s capacity to sustain life in the context of the management of a selected pollutant and/or the maintenance of food and/or water security. The investigation draws on the key science and key knowledge from Area of Study 1 and/or Area of Study 2

Assessment (Covers Units 1 & 2):

• A laboratory or fieldwork activity involving the generation, analysis and evaluation of primary data, presented as a report or scientific poster

• Reflective annotations from a logbook of practical activities; analysis of data/results including generation of appropriate graphical representations and formulation of generalisations and conclusions

• Analysis and evaluation of a case study

• A response to an issue or media article

• Problem-solving involving environmental science concepts, skills and/or issues

• A designed solution to an environmental issue or challenge

• A report of a student-adapted or student-designed scientific investigation using an appropriate format such as a scientific poster, an article for a scientific publication, a practical report, an oral presentation, a multimedia presentation or a visual representation

• A response as to how science can be applied in the management of a selected pollutant or in securing food and/or water, communicated in an appropriate format for a specified audience

• Practical work is a central component of learning and assessment and may include activities such as laboratory experiments, fieldwork, simulations, modelling and other direct experiences.

Cost: $ (resources and materials)

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Unit 3: How can Biodiversity and Development be Sustained?

Areas of Study:

• Why is maintaining biodiversity worth a sustained effort?

• When is development sustainable?

Topics Studied:

• Environmental management through the application of sustainability principles

• Explore the value of the biosphere to all living things by examining the concept of biodiversity and the ecosystem services important for human health and well-being

• Analyse the processes that threaten biodiversity and evaluate biodiversity management strategies for a selected threatened endemic animal or plant species

• Students use a selected environmental science case study with reference to sustainability principles and environmental management strategies to explore management from an Earth systems perspective, including impacts on the atmosphere, biosphere, hydrosphere and lithosphere

• A student-designed scientific investigation involving the generation of primary data related to biodiversity, environmental management, climate change and/or energy use is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3

Unit 4: How Can Climate Change and the Impacts of Human Energy use be Managed?

Areas of Study:

• How can we respond to climate change?

• What might be a more sustainable mix of energy sources?

• How is scientific inquiry used to investigate contemporary environmental challenges?

Topics Studied:

• Explore the different factors that contribute to the variability of Earth’s climate and that can affect living things, human society and the environment at local, regional and global scales

• Compare sources, availability, reliability and efficiencies of renewable and non-renewable energy resources to evaluate the suitability and consequences of their use in terms of upholding sustainability principles

• Analyse various factors that are involved in responsible environmental decision-making and how science can be used to inform the management of climate change and the impacts of energy production and use

• Measurement of environmental indicators often involves uncertainty. Students develop skills in data interpretation, extrapolation and interpolation and test predictions. They recognise the limitations of contradictory, provisional and incomplete data derived from observations and models. They explore relationships and patterns in data, and make judgments about accuracy and validity of evidence

• A student-designed scientific investigation involving the generation of primary data related to biodiversity, environmental management, climate change and/or energy use is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3

Assessment (Covers Units 3 & 4):

• Presentation of recommendations using evidence-based decision-making including analysis and evaluation of primary data

• Designed or practical response to a real or theoretical environmental issue or challenge

• Analysis and evaluation of a case study, secondary data, or a media communication, with reference to sustainability principles and stakeholder perspectives

• Application of Earth systems thinking in the evaluation of a response to an environmental scenario, case study, issue, or challenge

• Communication of the design, analysis and findings of a student-designed and student- conducted scientific investigation through a structured scientific poster and logbook entries

Practical work is a central component of learning and assessment and may include activities such as:

• laboratory experiments

• fieldwork, simulations

• modelling, and

• other direct experiences

Cost: $ (resources and materials)

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Contact Teacher: Ms Sharon Jones

Unit 1: How are Behaviour and Mental Processes Shaped?

Areas of Study:

• What influences psychological development?

• How are mental processes and behaviour influenced by the brain?

• How does contemporary psychology conduct and validate psychological research?

Topics Studied:

• The complex nature of psychological development, including situations where psychological development may not occur as expected

• The contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours

• The structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning

• A research investigation into contemporary psychological research is undertaken

• The investigation involves the exploration of research, methodology and methods, as well as the application of critical and creative thinking to evaluate the validity of a research study by analysing secondary data.

Unit 2: How do Internal and External Factors Influence Behaviour and Mental Processes?

Areas of Study:

• How are people influenced to behave in particular ways?

• What influences a person’s perception of the world?

• How do scientific investigations develop understanding of influences on perception and behaviour?

Topics Studied:

• The role social cognition plays in a person’s attitudes, perception of themselves and relationships with others

• The variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values

• Consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning

• The contribution that classical and contemporary research has made to the understandings of human perception and why individuals and groups behave in specific ways

• How perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted

• A scientific investigation is undertaken. The investigation involves the generation of primary data and is related to internal and external factors that influence behaviour and mental processes.

Assessment (Covers Units 1 & 2):

Assessment for Units 1 & 2 Psychology may be selected from the following:

• Analysis and evaluation of an experiment or case study

• A data analysis of generated primary and/or collated secondary data

• Reflective annotations of a logbook of practical activities

• Media analysis of one or more contemporary media texts

• A literature review

• Response to a psychological issue or ethical dilemma

• A modelling or simulation activity

• Problem-solving involving psychological concepts, skills and/or issues

• A report of a scientific investigation, including the generation, analysis and evaluation of primary data

• A response to an investigation into contemporary psychological research and how science can be used to explore and validate psychological research questions.

Cost: $ (resources and materials)

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Unit 3: How does Experience Affect Behaviour and Mental Processes?

Areas of Study:

• How does the nervous system enable psychological functioning?

• How do people learn and remember?

Topics Studied:

• The contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory

• How the human nervous system enables a person to interact with the world around them

• How stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning

• How mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours

• Models to explain learning and memory as well as the interconnectedness of brain regions involved in memory

• The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory

• A scientific investigation involving the generation of primary data related to mental processes and psychological functioning is undertaken.

Unit 4: How is Mental Wellbeing Supported and Maintained?

Areas of Study:

• How does sleep affect mental processes and behaviour?

• What influences mental wellbeing?

• How is scientific inquiry used to investigate mental processes and psychological functioning?

Topics Studied:

• The demand for sleep and the influences of sleep on mental wellbeing

• The biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span

• The impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and the contribution that classical and contemporary research has made to the understanding of sleep

• Ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing

• The concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia

• How mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples

• A scientific investigation involving the generation of primary data related to mental processes and mental wellbeing is undertaken.

Assessment (Covers Units 3 & 4):

• Analysis and evaluation of at least one psychological case study, experiment, model or simulation

• Analysis and evaluation of generated primary and/or collated secondary data

• Comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities

• Analysis and comparison of two or more contemporary media texts

• Communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries.

Cost: $ (resources and materials)

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Contact Teacher: Ms Sharon Jones