BIOLOGY-05 · Secondary · ENGLISH · PLANNED
Zoom from organism to mechanism, then evaluate the biological evidence.
Study time is an initial activity estimate, excluding extra reading, revision and extended laboratory or project work. Videos and question bodies have not been produced by adding this outline.
Complete these courses or demonstrate equivalent knowledge. These are recommended prerequisites, not enforced enrolment locks.
YouTube playlist: ARK Biology | Evolution, Diversity and Classification
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Sign in to save this learning pathPractical outcome: Model changes in coloured-bead populations across generations.
Explain heritable variation using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Explain natural selection using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Explain fitness in context using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Explain genetic drift using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Use the first concepts from this section. Model changes in coloured-bead populations across generations. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain founder effect using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Explain gene flow using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Explain sexual selection using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Explain speciation using a visual and one worked real-world example. Context: Model changes in coloured-bead populations across generations. End with a prediction or check-for-understanding.
Model changes in coloured-bead populations across generations. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Heritable variation, Natural selection, Fitness in context and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Practical outcome: Construct a small tree from supplied trait and sequence evidence.
Explain fossil evidence using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Explain homology using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Explain molecular evidence using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Explain phylogenetic trees using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Use the first concepts from this section. Construct a small tree from supplied trait and sequence evidence. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain common ancestry using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Explain clades using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Explain convergent evolution using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Explain limits of tree inference using a visual and one worked real-world example. Context: Construct a small tree from supplied trait and sequence evidence. End with a prediction or check-for-understanding.
Construct a small tree from supplied trait and sequence evidence. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Fossil evidence, Homology, Molecular evidence and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Practical outcome: Compare organism groups using a field-guide style table.
Explain classification systems using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain bacteria and archaea using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain protist diversity using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain fungi using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Use the first concepts from this section. Compare organism groups using a field-guide style table. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain nonvascular plants using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain vascular plants using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain invertebrate diversity using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain vertebrate diversity using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Explain viruses and classification using a visual and one worked real-world example. Context: Compare organism groups using a field-guide style table. End with a prediction or check-for-understanding.
Compare organism groups using a field-guide style table. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Classification systems, Bacteria and archaea, Protist diversity and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Combine all three sections: Compare organism groups using a field-guide style table. Submit an original worked artifact, evidence or tests, assumptions and a reflection. Rubric: correctness, method, practical usefulness, reproducibility and communication. Self-reviewed, not certified.
6–12 balanced questions sampling every section of Evolution, Diversity and Classification, including interpretation, calculation or reasoning, a misconception and a new application. Passing is 70%; review errors before retrying.
Annotated systems, sequence analysis and observational investigations. Guided work leads to an independent attempt, with a diagram, explanation, trace, calculation or tested artifact. Question bodies are generated when opened in your private learning path. Programming submissions are stored as text; the platform does not execute submitted code.
Use original or appropriately licensed datasets. Practical science activities use models or supplied data unless a qualified supervisor has reviewed a physical experiment.
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