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1.1
Biology as a subject
KEY IDEAS
biology
Biology is a diverse and evolving science based on the study of all living things. It explores the science of life by investigating the structure, function, origin, development and geographic distribution living things divided into different of organisms, and their interactions with the non-living environment. fields that cover Some of the branches of biology include botany, genetics, immunology, microbiology, the morphology, physiology, anatomy, pharmacology and zoology, and these can be applied to a wide range of human endeavours. behaviour, origin and geographic distribution of The five basic principles organisms All branches of biology are unified by a framework of five basic principles. These principles state that: • All things are composed of cells, the basic unit of life. • All living things require energy, and energy flows between organisms and the environment. • All living things contain genetic material, the ‘barcode’ for structure and function in organisms. • All living things must maintain homeostasis – that is, a relatively stable internal environment. • The concept of evolution unifies all living things.
Biology as a career
Studying biology provides a continuing pathway that can lead to a range of careers. With ongoing advances in technology and biological concepts, career options in biology continue to grow. These career options include, but are not limited to, the following professions: • research scientist • medical practitioner • allied health professional • ecologist • pharmacologist. This may also include career options in the following areas: • biotechnology • bioengineering.
in this topic, you will learn that: ✚ biology is the study of all living things ✚ there are many career pathways that stem from studying biology ✚ the VCE Biology course has a clear structure ✚ Aboriginal and torres Strait islander Peoples are the traditional custodians of Australia and have varying methods for taking care of the land and producing medicine. DRAFT ONLY - NOT FOR SALE FIGURE 1 Allied health professionals help manage our physical and mental health and need a background in biology to succeed.
There are also career opportunities in cross-disciplinary areas such as bushfire research, environmental management and conservation, forensic science, medical research and many other fields.
All science disciplines, including biology, teach a wide variety of core skills that you will use throughout your lives, and these include skills such as: • problem-solving • teamwork • research • critical thinking • communication • attention to detail • innovation • resilience.
core skills
key ‘employment skills’ required in most careers
CASE STUDY 1.1
Meet a scientist
Dr Marguerite Evans-Galea is a molecular biologist, executive and entrepreneur. Marguerite studied VCE Biology and continued a pathway of biology and STEM (science, technology, engineering and mathematics) throughout her professional life. This is her inspirational story:
‘As a child, I had an innate, insatiable curiosity and constantly asked “Why?”. My thirst for knowledge grew stronger during high school and I was the only student in my senior year to take all three sciences and Maths Methods. I remember each and every one of my science and maths teachers – they were inspiring! At the beginning of Year 11, I read a book called The Double Helix and that was when I first fell in love with DNA and molecular biology. The thrill of discovery was exciting.
‘I went to the University of Queensland (UQ) in Brisbane after finishing high school. My undergraduate was tough, completing two degrees: a Bachelor of Music and a Bachelor of Science. I was juggling chamber ensembles with tissue culture, and this was essentially the first 5 years of my tertiary education.
‘My advice to you is to remember that science allows you to have a positive impact on the world and make a difference to people’s lives. STEM qualifications and the skills you gain through studying science can be applied in many professional arenas including academia, industry, education and government. Be open to a wide range of professional roles in your STEM career. We have STEM qualified professionals running companies, overseeing global research, facilitating innovation, ensuring conservation of Australia’s flora and fauna, making discoveries in the laboratory, in the field, and developing evidence-based policies for government. STEM experts contribute broadly to improving Australia’s health and economy, across a breadth of professional sectors – embrace these opportunities. Dream big and go for it!’ – Dr Marguerite Evans-Galea
FIGURE 2 Dr Marguerite Evans-Galea, PhD in molecular biology, co-founder and CEO of Women in STEMM Australia and honorary research scientist at the Murdoch Children’s Research Institute
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Structure of the VCE Biology course
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VCE Biology Study Design The Victorian Curriculum and Assessment Authority (VCAA) sets the Study Design for each VCE subject, and Biology is one of the five science courses offered in VCE. VCE Biology provides the opportunity to engage in a range of inquiry tasks to develop key science skills that identify the links between theory, knowledge and practice. By undertaking this course, you will develop an understanding of how life has evolved and how this has shaped the biodiversity of species on Earth. VCE Biology Unit 1 Unit 2 Unit 3 Unit 4 How do organisms regulate their functions? How does inheritance impact on diversity? How do cells maintain life? How does life change and respond to challenges? FIGURE 3 Structure of the VCE Biology course TABLE 1 The VCE Biology course, Units 1–4 Unit Description 1: How do organisms regulate their functions? Units 1 & 2 are designed to be the first year of the VCE Biology course. These units build a foundation of biological concepts for Units 3 & 4; 2: How does inheritance however, they are not a prerequisite for Units 3 & 4. impact on diversity? 3: How do cells maintain life? Unit 3 is based on understanding life at a cellular level. In this unit, you will investigate the biochemical structure and function of cells, the role of nucleic acids and proteins, as well as the nature of biochemical pathways, specifically photosynthesis and cellular respiration. 4: How does life change and respond to challenges?
Unit 4 considers the continuous changes and challenges for life on the Earth. In this unit, you will investigate the functioning of the immune system and the issues and challenges related to disease. You will also consider that the concept of biological evolution is based on an accumulation of evidence, that speciation can occur through isolation and divergence, and identify evidence of this change through measurements of relatedness between species. DRAFT ONLY - NOT FOR SALE
TABLE 2 Units 3 & 4 breakdown of Areas of Study
Unit 3
Area of Study Description
1: What is the role of nucleic acids and proteins in maintaining life? In this area of study students explore the expression of the information encoded in a sequence of DNA to form a protein and outline the nature of the genetic code and the proteome. They apply their knowledge to the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students compare gene technologies used to address human and agricultural issues and consider the ethical implications of their use.
2: How are biochemical pathways regulated? In this area of study students focus on the structure and regulation of biochemical pathways. They examine how biochemical pathways, specifically photosynthesis and cellular respiration, involve many steps that are controlled by enzymes and assisted by coenzymes. Students investigate factors that affect the rate of cellular reactions and explore applications of biotechnology that focus on the regulation of biochemical pathways. Unit 4
Area of Study Description 1: How do organisms respond to pathogens? In this area of study students focus on the immune response of organisms to specific pathogens. Students examine unique molecules called antigens and how they illicit an immune response, the nature of immunity and the role of vaccinations in providing immunity. They explain how technological advances assist in managing immune system disorders and how immunotherapies can be applied to the treatment of other diseases. 2: How are species related over time? In this area of study students focus on changes to genetic material over time and the evidence for biological evolution. They consider how the field of evolutionary biology is based upon the accumulation of evidence over time and develop an understanding of how interpretations of evidence can change in the light of new evidence as a result of technological advances, particularly in molecular biology. Students consider the biological consequences of changes in allele frequencies and how isolation and divergence are required elements for speciation. They consider the evidence for determining the relatedness between species and examine the evidence for major trends in hominin evolution, including the migration of modern human populations around the world. 3: How is scientific inquiry used to investigate cellular processes and/or biological change?
Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to cellular processes and/or how life changes and responds to challenges. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or in the field. When undertaking the investigation students are required to apply the key science skills to develop a question, state an aim, formulate a hypothesis and plan a course of action to answer the question, while complying with safety and ethical guidelines. Students then undertake an investigation to generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw a conclusion in response to the question. The presentation format for the investigation is a scientific poster constructed according to the structure outlined on pages 11 and 12 [of the Victoria Certificate of Education Biology Study Design 2022–2026]. A logbook is maintained by students for record, assessment and authentication purposes. Source: VCE Biology Study Design (2022–2026) reproduced by permission © VCAA DRAFT ONLY - NOT FOR SALE
Aboriginal and Torres Strait Islander Peoples
Within the VCE Biology course, the special relationship the Aboriginal and Torres Strait Islander Peoples have with waterways, sea, sky and land is acknowledged. It is important the original to consider and understand the unique history and cultural diversity of the First Peoples of inhabitants and Australia and their ways of being, knowing, thinking and doing. First Peoples’ knowledge of the owners of the land now known as land has been passed on for thousands of years through song and dance, as well as Dreamtime Australia, inhabiting stories, and there are many things to be learnt from the traditional custodians of Australia. this land for over 65000 years The traditional custodians of Australia are people who are of Aboriginal and/or Torres Strait Islander descent, identify and are accepted as such by the community in which they Country live. Aboriginal and/or Torres Strait Islander Peoples may also be referred to as Indigenous an area (not just Peoples, First Nations, First Peoples and/or Traditional Custodians/Owners when referring geographical) that is traditionally owned to a collective group. Indigenous Peoples are also identified by their particular Community/ and looked after by Nation/Tribe or Clan that they/their family and/or community recognise. an Aboriginal (and sometimes torres The knowledge, cultures and perspectives of over 250 Strait islander Peoples) language groups belonging to a particular Country or language group or Place of Australia are embedded throughout the VCE community; a place that is of spiritual Biology course, with a specific focus in Units 2 and 4. meaning with deep Unit 2, Area of Study 2, discusses the contribution feelings of connection of Aboriginal and Torres Strait Islander Peoples’ and attachment knowledge of species in Australian ecosystems. Place Indigenous Peoples of Australia have a profound a space confined by relationship with the land – Indigenous Peoples physical or intangible honour and respect biodiversity. Indigenous Peoples’ boundaries occupied and regarded understanding of traditional seasons, farming and fire as belonging to practices has allowed for occupation and respect for individuals or groups the land for thousands of years. Unit 4, Area of Study, 1 of torres Strait islander Peoples (and investigates the impact of European arrival on the spread sometimes Aboriginal of diseases, particularly on the Aboriginal and Torres Strait Peoples); the spaces Islander Peoples. Unit 4, Area of Study 2, discusses the have varying spiritual meaning to the people migration of modern humans with a focus on Aboriginal and Torres Strait Islander Peoples populations migrating into Australia and the connection to Country and Place.
Apply, analyse and compare
1 Investigate a branch of biology that interests you. Research and describe this area of biology and justify your choice of investigation.
Design and discuss
2 After reading Dr Marguerite Evans-Galea’s story, discuss the career opportunities that can lead from studying biology and STEM.
CHECK YOUR LEARNING 1.1
3 Choose one of the following to conduct research on. a The spread of disease with European arrival and its effect on the Aboriginal and Torres Strait Islander Peoples b Traditional methods of caring for the Australian land c The migration of Aboriginal and Torres Strait Islander Peoples into Australia
Present your findings to your class.
FIGURE 4 The gum that exudes from the bark of the red bloodwood (Corymbia gummifera) tree is used as an antiseptic by the Aboriginal and Torres Strait Islander Peoples. DRAFT ONLY - NOT FOR SALE
