Units 1 & 2
Unit 1: How do organisms regulate their functions?
Area of study 1: How do cells function?
Chapter 1: Cell structure and function
Chapter 2: The cell cycle and cell growth, death and differentiation
Area of study 2: How do plant and animal systems function?
Chapter 3: Functioning systems
Chapter 4: Regulation of systems
Area of study 3: How do scientific investigations develop understanding of how organisms regulate their functions?
Chapter 5: Scientific investigation
Unit 2: How does inheritance impact on diversity?
Area of study 1: How is inheritance explained?
Chapter 6: From chromosomes to genomes
Chapter 7: Inheritance
Area of study 2: How do inherited adaptations impact on diversity?
Chapter 8: Reproductive strategies
Chapter 9: Adaptations and diversity
Area of study 3: How do humans use science to explore and communicate contemporary bioethical issues?
Chapter 10: Exploring and communicating a bioethical issue
Sarah is a Senior Research Fellow, leading a medical research team at Monash University. Sarah completed her PhD at the Walter and Eliza Hall Institute and has held research positions at esteemed institutes including Harvard Medical School and Trinity College. Sarah has experience in teaching classes and running lab practicals for senior secondary students and teachers and was a medal-winning member and the Acting Director of the Australian International Biology Olympiad Teams.
A Biology teacher with over 30 years’ experience, Xenia has taught across all sectors of the Victorian Education system including time with the Zoo Education Service and Museum Victoria. She has held leadership roles within the Department of Education’s Gifted Education Unit as well as Head of Year and Head of Biology for many years at Korowa Anglican Girls’ School. As a long time author of Biology and General Science resources, Xenia has developed a well-rounded knowledge and understanding of the curriculum from year 7 through to VCE.
Taylah is an award winning PhD student at the Biomedicine Discovery Institute at Monash University in Immunology and Microbiology where she also holds a Teaching Associate position. Taylah has previously held positions at the Australian Regenerative Medicine Institute (ARMI) and School of Clinical Sciences and is a member of the Australian and New Zealand Society for Immunology (ASI), the Immunology Group of Victoria (IgV).
Ann has extensive experience in the development of scientific curriculum content of a biological nature. Ann brings specific skills to this authoring role. She is a current and practising secondary school teacher who has taught Year 2-12 but predominantly in the Senior Sciences of Biology and Chemistry including Head of Science and Head of Biology.
Amanda has a strong background in Biology education, having taught Biology, Chemistry and Nanotechnology in secondary schools and universities. She has a PhD in Immunology from the University of Melbourne and was part of a team that received an Education Innovation Award for the development of a nanotechnology curriculum from the Victorian Government. Amanda currently works as a learning specialist at Balwyn High School.
Tony has several years of postdoctoral research experience in Australia and overseas with biochemical studies of bacteria and microalgae, including collaboration in the first phytoplankton genomes to be sequenced. After obtaining a Diploma of Education in 2004 Tony joined the education team at the Gene Technology Access Centre (GTAC) and is now the Deputy Director. Tony has developed and delivered educational programs for students and professional learning programs for teachers on the themes of cell and molecular biology, health and disease, ecology and evolution.
Adrianne studied Genetics and Microbiology at La Trobe University gaining her Bachelor of Science and subsequently received an Honours degree in Genetics. She began her scientific career as a research assistant at the Walter and Eliza Hall Institute of Medical Research within the Genetics Department. After 2 years working in research, she completed her Diploma of Education at the University of Melbourne and has been teaching VCE Biology for 19 years. She has been a VCE Biology examination assessor and is currently a passionate teacher of Biology.
Susan started teaching in 1972 after completing a BSc and BSc(Ed) majoring in Zoology, Genetics and Botany at Melbourne University. During her 45 years of teaching, she has taught in many esteemed schools and has taught Biology for 10 years in the Monash University Foundation year program for post-secondary overseas students. Susan has been involved in writing senior exam papers for many years and is an active participant in the Biology Teachers Network.
Key knowledge is fully developed through accessible language and in-depth explanations of concepts
Key concept boxes summarise the content, and concept questions provide students the opportunity to continually review and revise content
VCAA exam questions enable students to practice answering exam questions specifically related to the content that they have been studying
Key Science skills are developed and reinforced through short activities and detailed investigations throughout each chapter.