FSSC002 - Biology

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

A knowledge and understanding of human biology and biological processes is important for future studies in the areas of biological and/or health sciences. This unit provides a relevant knowledge base and, in the context of the science/biology discipline, assists students in developing understanding of how the human body interacts with, and adapts to, an ever-changing environment. The unit builds on the knowledge and skills acquired in the FSSC001 Introduction to Science, and assists students in the development of skills required to communicate concepts and processes.

This unit deals with aspects of molecular, cellular and systems organisation in humans with particular emphasis on genetic and homeostatic systems. The focus is on the interconnections between structure and function in these systems, their continuity, and how they change over time in response to external and internal factors. The unit also develops skills required for scientific inquiry in a university context.

The unit aims to develop and consolidate students' understanding of a range of biological processes. Students will receive instruction and support in the academic, communication, and critical thinking skills required for undergraduate studies in the biology discipline.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include: 

• Cell division, chromosomes, DNA and genes 
• Patterns of genetic inheritance, and causes of mutations and their consequences 
• The modern theory of evolution by natural selection 
• Regulation of human body temperature  
• The structure and function of the immune system  
• Types of human infectious, non-infectious, genetic and environmental diseases

Learning and teaching strategy and rationale

Mode: Workshops on-campus or online synchronous and laboratory sessions on campus weekly or in intensive mode. Intensive mode is 2 x 5-hour sessions on consecutive days on campus

This unit will be taught using a sequence of workshops (3 hours a week) and laboratory sessions (2 hours/week) or in intensive mode of 2 x 5 hour sessions over 2 days).

This unit utilises an active learning and inquiry-based approach to develop scientific skills, and to build biological knowledge, understanding and communication skills required for entry into related undergraduate study. Workshops will incorporate teacher led input and student-focused tasks involving a range of cooperative teaching and learning activities based on a variety or resources including textbook and video materials..

Scientific inquiry skill development will include support for students in refining research and experimentally based investigation skills. Students will be expected to collate materials throughout the sessions to complete investigations, to evaluate collected information, and to complete written exercises to improve their scientific literacy skills and scientific report writing. Class activities will include both individual and small group tasks with teacher input. Collaborative and cooperative learning supports the inquiry-based approach, exposes students to a variety of opinions and learning styles, and supports the development of communication, problem solving and critical thinking skills.

Assessment strategy and rationale

Three individual assessment tasks are designed to enable students to demonstrate achievement of learning outcomes in this biology unit. Tasks are reinforced with classroom learning activities and practice in order to support understanding of content, and to develop the knowledge and skills required to meet the learning outcomes. The criteria for each assessment task are based around the unit learning outcomes and students will have access to the specific criteria for each task in the extended unit outline. 

Assessment 1: The Poster Presentation is designed to assess students’ ability to conduct research, to summarise information, and to communicate scientific ideas in an oral presentation using a poster as a cue. Presentations will be assessed based on the quality of a student’s research, their ability to clearly communicate ideas, their presentation skills and ability to manage questions from the audience. As this is the first task, students will be supported in their preparation with small group activities in class time as well as implementation of a number of check points in the preparatory period. The task is of a lower weighting. 

Assessment 2: The Report Task builds on the skill development in Assessment Task 1. The accuracy of biological information, analysis of information, conclusions drawn, evaluation of possible impacts, and communication in a scientific form appropriate for purpose and audience will also be assessed. 

Assessment 3: The Examination is designed to measure students’ knowledge and understanding of the theoretical content covered, written communication skills and the use of scientific inquiry to select, analyse and use information in stimulus material.  

Overview of assessments

Representative texts and references

Garner, K. (2019). Blitzing biology 12: Student activity book. Blitzing Publications.

Siwinski, S., Armstrong, Z., Deeker,W., Madden, A., Maginn, H., McMahon, K., Naughton, K., & Bolt, R. (2018). Pearson biology 12 New South Wales: Student book. Pearson Australia.