BI300
Level 3 Biology
This course requires 1 option.
Login to Select as one of my optionsCourse Description
AIMS OF THE COURSE:
1) To increase knowledge and understanding, and foster the enjoyment of Biology.
2) To promote the relevance of Biology for informed decision-making in todays increasingly technological society.
3) To further develop students understanding and application of the scientific method in the study of living organisms by developing observational and experimental skills in the field and in the laboratory.
4) To equip students with the skills and knowedge to attain at their highest potential in NCEA Level 3 Biology
COURSE OVERVIEW:
Students can choose from a range of achievement standards (as listed further down the page) and have the option of studying from the following units of work:
• Animal Behaviour and Plant Responses
This unit focuses on the way in which plants and animals survive in their environment, through their senses and the way in which they respond physiologically and behaviourally to environmental cues. Such concepts as biological clocks, animal navigation and courtship behaviour are covered.
• Biotechnology
This unit explores many of the new techniques used at the cutting edge of Biology. These include such processes as selective breeding, transgenesis and DNA analysis, among others. You will investigate a socio-scientific issue relevant to New Zealanders, that is related to one of these technologies and develop your own informed, personal response to this issue.
• NZ Conservation
This unit explores the uniqueness of New Zealand's environment and the impact that humans have had on it. You will investigate a socio-scientific issue related to NZ conservation and develop your own informed, personal response to this issue.
• Evolution
In this unit, which was introduced in Biology 200, you will learn more about how speciation occurs and look at the scientific evidence that supports the theory of evolution. This is followed by a look into human biological and cultural evolution, a fascinating and constantly changing field of study. It covers the evolution of humans from their early primate ancestors, bipedalism and the reasons that humans may have adopted this way of life, and the various theories for the emergence and evolution of modern humans, from the original African model.
Teacher in Charge
Contributions and Equipment/Stationery
Students have the option of purchasing a write-on workbook at a cost of approximately $25 which enables students to spend less time writing notes about what they have learned in class.
It is of benefit to students to bring a laptop to lessons although they will not be disadvanteged academically if they do not.
There are opportunities during the year for students to go on optional field trips that may have a cost associated with them.
Recommended Prior Learning
Students should have gained 12 credits or more in NCEA Level 2 Biology or Health Science, including achievement of AS91159.
Pathway Tags
There are a range of different jobs and careers that require the skills and knowledge you gain through studying Biology. You could find yourself working for: • Chemical, pharmaceutical or biotechnology companies • Companies in the agriculture, food, natural resource and utility industries • Environmental and engineering consulting firms • National and local government departments and agencies • Healthcare and education institutions, such as hospitals and universities • Medical and veterinary research organizations By studying Biology, you could find yourself in one of the following careers (some of them will require further study at a tertiary institution): • Agrologist • Anatomist • Audiologist • Beekeeper • Bio-Analyst • Biological Technologist • Biologist • Biomedical Engineer • Biomedical Ethics Researcher • Biophysicist • Biostatistician • Biotechnology Researcher • Blogger • Botanical Field Technician • Botanist • Cardiac Imaging Researcher • Cardiac Rehabilitation Specialist • Cell Biologist • Chiropractor • Clinical Data Analyst • Clinical Research Associate • Clinical Research Coordinator • Clinical Technician • Conservation Officer • Crime Lab Assistant • Dentist • DNA Analyst • Doctor • Ecologist • Elementary School Teacher • Entomologist • Entrepreneur • Environmental Analyst • Environmental Lawyer • Epidemiologist • Food and Drug Inspector • Forensic Lab Analyst • Funeral Director • Genetic Counselor • Genetic Technologist • Geneticist • Health Educator • Herpetologist • High School Teacher • Horticulturalist • Ichthyologist • Immunologist • Industrial Hygienist • Laboratory Manager • Mammalogist • Marine Biologist • Medical Illustrator • Medical Laboratory Technologist • Medical Librarian • Medical Scientist • Medical Writer • Microbiologist • Military Officer • Molecular Biologist • Molecular Biophysicist • Mycologist • Nanotechnologist • Naturalist • Neurologist • Ornithologist • Orthopaedic Technician • Osteopathic Physician • Paleontologist • Pest Control Technician • Pharmacist • Physiologist • Plant Geneticist • Project Assistant • Public Health Director • Quality Control Specialist • Registered Nurse • Regulatory Affairs Manager • Regulatory Affairs Specialist • Research Assistant • Sales Representative • Science Advisor • Science Writer • Sensory Scientist • Sexual Health Educator • Soil Conservationist • Soil Scientist • Sports Medicine Physician • Technical Writer • Toxicologist • University Professor • Veterinarian • Wastewater Treatment Engineer • Water Quality Analyst • Wildlife Biologist • Wildlife Manager • Zoologist,
Credit Information
| Assessment | Description | Level |
Internal or External |
Credits |
L1 Literacy Credits |
UE Literacy Credits |
Numeracy Credits |
|---|---|---|---|---|---|---|---|
| A.S. 91606 v2 |
Biology 3.6 - Demonstrate understanding of trends in human evolution
Assessments: |
3 |
E |
4 |
Y |
4r,4w |
|
| A.S. 91605 v2 |
Biology 3.5 - Demonstrate understanding of evolutionary processes leading to speciation
Assessments: |
3 |
E |
4 |
Y |
4r,4w |
|
| A.S. 91607 v2 |
Biology 3.7 - Demonstrate understanding of human manipulations of genetic transfer and its biological implications
Assessments: |
3 |
I |
3 |
Y |
3r |
|
| A.S. 91602 v2 |
Biology 3.2 - Integrate biological knowledge to develop an informed response to a socio-scientific issue
Assessments: |
3 |
I |
3 |
Y |
3r,3w |
|
| A.S. 91603 v2 |
Biology 3.3 - Demonstrate understanding of the responses of plants and animals to their external environment
Assessments: |
3 |
E |
5 |
Y |
5r,5w |
|
Total Credits |
|||||||
| Construction & Infrastructure | Manufacturing & Technology | Primary Industries | Services Industries | Social & Community Services | Creative Industries |