SAMPLE COURSE OUTLINE

BIOLOGYGENERAL YEAR 11

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Sample course outlineBiology – General Year 11Unit 1 and Unit 2

Semester 1 – Classification and cell processes Week Key teaching points

1–2

Introduction structure of the syllabus course outline assessment outline school assessment policyClassification – naming organisms reasons for classifying organisms the species – naming organisms major groups of organisms classification as a human construct – recent changes reference collections – herbariums, museums, zoos, web-based (florabase)

2–3

Using dichotomous keys dichotomous keys using dichotomous keys to classify organisms e.g. snakes, fish, trees limitations of dichotomous keysTask 1: Practical – Using a dichotomous key

4

Case studies – recognising dangerous animals and plants animals e.g. snakes, fish (puffer fish, sharks), molluscs (cone shells, blue ringed octopus) plants e.g. fungi, deadly nightshadeTask 2: Extended response – Dangerous plants and animals

5–6

Excursion identifying organisms in a community e.g. rocky shore, woodland or forest scientific report writingTask 3: Test – Classification

7–10

Looking at cells (eukaryotic organisms) cell structure and function plant cells compared with animal cells use of the microscope history of the microscope and microscopy techniquesLooking at cells (prokaryotic organisms)Task 4: Practical – Observing cells (microscopy)

11–12

Requirements of living organisms matter – inputs and outputs energyRespiration – energy use by cells sites, requirements and products aerobic respiration – word equation anaerobic respiration – uses of fermentationTask 5: Practical – Respiration in seeds

13–14

Photosynthesis – obtaining energy from the environment sites, requirements and products process – word equation factors affecting photosynthesis (environmental and cellular) commercial plant growth

Sample course outline | Biology | General Year 11

2

Week Key teaching points

15

Exchanging materials cell membrane – fluid mosaic model transport across the cell membrane factors affecting the rate of exchangeTask 6: Test – Cell processes

Semester 2 – Solving problems to survive Week Key teaching points

1

Functioning organismsSystems organisation of the body – gas exchange, nutrients, waste removal, transport variations across the phyla (insects, molluscs, vertebrates) ethical use of animals in research virtual dissection of an invertebrate e.g. insect, crustacean, mollusc virtual dissection of a vertebrate e.g. fish, frogFeatures of exchange surfaces significance of surface area to volume ratio concentration gradients

2

Gas exchange comparing surfaces for gas exchange (insects, fish, amphibians, mammals) gas exchange in plantsModes of nutrition observing features in animals for different modes of nutrition (case studies – carnivores,

herbivores and parasites)

3–4

observing features in plants for different modes of nutrition (case studies – photosynthetic plants, parasites and insectivores)

fungi (case studies – saprophytes and parasites) bacteria (case studies – photosynthetic, chemosynthetic, saprophytic, parasitic)Task 7: Practical – Fungi studies

5–6

Transport systems need for specialised circulatory systems in multicellular organisms animal transport systems – open and closed circulatory systems case studies – comparison (insects, vertebrates) plant transport systems – xylem and phloem practical activities – observing vascular tissuesTask 8: Extended response – Exchange surfaces (plants)

7–8

Removal of wastes definition of wastes excretory organs in animals – Malpighian tubules, kidneys, salt glands, lungs animals (case studies – insects, birds [salt glands], mammals [nephron structures]) plants (toxins and salts) (case studies – storage, exudation, leaf fall)Task 9: Test – Functioning organisms

9

Adaptations structural adaptations physiological adaptations behavioural adaptations excursion – wildlife park, zoo

Sample course outline | Biology | General Year 11

3

Week Key teaching points

10–12

Terrestrial environments environmental factors in terrestrial environments harsh Australian environments – vascular plant and animal adaptations agriculture – salt tolerant plantsTask 10: Investigation – Adaptations for a terrestrial environment

13–15

Aquatic environments environmental factors in terrestrial environments animal adaptations (movement, buoyancy, gas exchange and salinity) plant adaptations (gas exchange, light, anchorage, support) algae adaptations (gas exchange, light, anchorage, support)Task 11: Test – Adaptations

Sample course outline | Biology | General Year 11