In this unit students explore reproduction and the transmission of
biological information from generation to generation and the impact this has on
species diversity. They apply their understanding of chromosomes to explain the
process of meiosis. Students consider how the relationship between genes, and
the environment and epigenetic factors influence phenotypic expression. They
explain the inheritance of characteristics, analyse patterns of inheritance,
interpret pedigree charts and predict outcomes of genetic crosses.

Students analyse the advantages and disadvantages of asexual and sexual
reproductive strategies, including the use of reproductive cloning
technologies. They study structural, physiological and behavioural adaptations
that enhance an organism’s survival. Students explore interdependences between
species, focusing on how keystone species and top predators structure and
maintain the distribution, density and size of a population. They also consider
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.

In this unit students investigate the workings of the cell from several
perspectives. They explore the relationship between nucleic acids and proteins
as key molecules in cellular processes. Students 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. They examine the biological consequences of
manipulating the DNA molecule and applying biotechnologies.

Students explore the structure, regulation and rate of biochemical
pathways, with reference to photosynthesis and cellular respiration. They
explore how the application of biotechnologies to biochemical pathways could
lead to improvements in agricultural practices.

Students apply their 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. Further
explanation of these terms can be found in the ‘Terms used in this study’
section on pages 16 and 17.

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. The design, analysis and findings of the investigation are presented in a
scientific poster format as outlined on pages 11 and 12.

In this unit students consider the continual change and challenges to
which life on Earth has been, and continues to be, subjected to. They study the
human immune system and the interactions between its components to provide
immunity to a specific pathogen. Students consider how the application of
biological knowledge can be used to respond to bioethical issues and challenges
related to disease.

Students consider how evolutionary biology is based on the accumulation
of evidence over time. They investigate the impact of various change events on
a population’s gene pool and the biological consequences of changes in allele
frequencies. Students examine the evidence for relatedness between species and
change in life forms over time using evidence from paleontology, structural
morphology, molecular homology and comparative genomics. Students examine the evidence
for structural trends in the human fossil record, recognising that
interpretations can be contested, refined or replaced when challenged by new
evidence.

Students demonstrate and apply their 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. Further
explanation of these terms can be found in the ‘Terms used in this study’
section on pages 16 and 17.

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. The design, analysis and findings
of the investigation are presented in a scientific poster format as outlined on
pages 11 and 12.