Learning Intention Success Criteria

• Understand the shared • outline the shared characteristics

characteristics that define of mammals (10.2.1).
mammals, primates, • outline the shared characteristics
of primates (10.2.2).
hominoids and hominins
• outline the shared characteristics
of hominoids (10.2.3).
• outline the shared characteristics
of hominins (10.2.4).
 : The length of time from fertilisation to
birth.

Human gestation period

= 280 days / 40 weeks /
9 months
 Learning Intention Success Criteria
Understand • list some different hominin species (10.3.1).
• list some key changes in hominins over time
• Evidence for major trends in hominin (10.3.1).
• describe how the brain size has changed
evolution from the genus Australopithecus to from Australopithecus to Homo (10.3.2).
the genus Homo: changes in brain size and • describe how the limb structure has changed
from Australopithecus to Homo (10.3.3).
limb structure • provide some examples of different hominin
species (10.3.4).
• determine the approximate position of a
hominin in geological time based evidence from
fossils (10.3.4).
Figure 2: Anatomical comparisons of apes, early
hominins, Australopithecus, Homo erectus, and
humans.
A male chimpanzee skull is shown as an example of
modern apes.
Early hominins and Australopithecus retained ape-
size brains.

Bipedal walking evolved very early in the hominin

lineage, but Ardipithecus (and possibly other early
hominins) retained a grasping foot that may have
diminished bipedal efficiency.

Reduced canine size also evolved early in the

hominin lineage, although early hominin canines
were larger and more pointed than those of later
hominins. Molar size increased with
Australopithecus but later is reduced in Homo.

Arboreal locomotion, as indicated by the presence

of long arms, curved fingers and toes, and other
forelimb features, was common throughout much
of the hominin lineage.
*Note: As part of the Study Design, you are only required to know detail about brain size and limb structure.
Learning Intention
Success Criteria
• Understand the human fossil • provide an example of the changing classification schemes in
understanding hominin evolution (10.4.1).
record as an example of a classification • understand the classification scheme and why the human
scheme that is open to differing fossil record is always changing, using examples (10.4.2).

interpretations that are contested, • describe the evidence of interbreeding between H.

sapiens and H. neanderthalensis (10.4.3).
refined or replaced when challenged by
new evidence, including evidence for • describe why this evidence lead to challenges in the
classification scheme (10.4.3).
interbreeding between Homo
• identify different putative Homo species (10.4.4).
sapiens and Homo neanderthalensis and
• describe the evidence of these putative species and explain
evidence of new putative Homo species why this evidence has changed the interpretation of the fossil
record (10.4.4).
 Learning Intention Success criteria
• Understand the ways of using fossil and DNA • outline the different models of human migration (10.5.1).
evidence (mtDNA and whole genomes) to • outline the evidence that has changed our understanding
explain the migration of modern human of the migration of human populations (10.5.1).
populations around the world • describe how fossil evidence provides evidence of the
migration of modern human populations (10.5.2).

• Understand the migration of Aboriginal and • describe how mtRNA provides evidence of the migration of
modern human populations (10.5.2).
Torres Strait Islander populations and their
connection to Country and Place • outline what haplotypes/haplogroups are and describe the
evidence provides for migration of modern human
populations(10.5.2).
• describe the migration of Aboriginal and Torres Strait
Islander populations and explain evidence of this (10.5.3).
• describe the connection to Country and Place of Aboriginal
and Torres Strait Islander populations (10.5.3).
Migration of Modern
Humans

1. Out of Africa I 2. Multi regional

theory Hypothesis

Out of Africa
II theory
2. Ethical concepts
Consideration of ethical concepts supports students in exploring bioethical issues. The concepts may be useful as standalone
ways of exploring a bioethical issue under consideration or be used in conjunction with a particular ethical approach. Ethical
concepts are general in nature and commonly used to inform any Codes of Ethics and ethical guidelines that apply when
undertaking research involving human and non-human participants. They can also be used when identifying a bioethical issue
and when deciding the extent to which the outcome of a particular course of action (the effect) or the action itself (the cause)
is ethically acceptable.
While there are many ethical concepts that can support the investigation of bioethical issues, one or more of the
following principles should be applied:
• Integrity: the commitment to searching for knowledge and understanding and the honest reporting of all sources
of information and communication of results, whether favourable or unfavourable, in ways that permit scrutiny
and contribute to public knowledge and understanding.
• Justice: the moral obligation to ensure that there is fair consideration of competing claims; that there is no unfair
burden on a particular group from an action; and that there is fair distribution and access to the benefits of an
action.
• Beneficence: the commitment to maximising benefits and minimising the risks and harms involved in taking a
particular position or course of action.
• Non-maleficence: involves avoiding the causations of harm. However, as positions or courses of actions in
scientific research may involve some degree of harm, the concept of non-maleficence implies that the harm
resulting from any position or course of action should not be disproportionate to the benefits from any position or
course of action.
• Respect: involves consideration of the extent to which living things have an intrinsic value and/or instrumental
value; giving due regard to the welfare, liberty and autonomy, beliefs, perceptions, customs and cultural heritage
of both the individual and the collective; consideration of the capacity of living things to make their own decisions;
and when living things have diminished capacity to make their own decisions ensuring that they are empowered
where possible and protected as necessary.
Are students required to know dates for the changes in life forms in Earth’s history, and
which specific life forms should be considered in Unit 4?
Students should understand that Earth’s history can be represented on a geological time scale as a ‘calendar’ of chronological
events that is divided into distinct periods and eras, however, no knowledge of the placement of specific events, periods or
eras is necessary. They should understand that species do not appear randomly in the fossil record but appear in an order of
‘fossil succession’, from single cellular forms to structurally complex multicellular forms. Teachers may choose their own
specific examples to illustrate trends in fossil succession. Students should also understand that through Earth’s history, life
forms have undergone mass extinctions, whereby many species have become extinct on a regional or global scale, and such
events provide an evolutionary opportunity for other species to thrive and diversify. Knowledge of which periods or eras
mass extinctions occurred in and the environmental causes of mass extinctions is not required.
To what depth do students need to understand the biological
consequences of hominin evolution in Unit 4?
Students should understand the shared structural and physiological characteristics that place mammals, primates, hominoids
and hominins into their respective taxonomic groups. They should understand that humans, as part of the taxonomic tribe
Hominini, have specific biological adaptations that allow for bipedalism, such as, but not limited to, the position of the
foramen magnum, curvature of the spinal column and shape of the pelvis. They should also understand that hominins have
adaptations that enable the wrists and hands to manipulate objects and use tools. Students should also consider skull
differences between hominoids and hominins and understand that, compared with other apes, humans are capable of
advanced cognitive capacity, and complex language and belief systems. In terms of considering major trends in evolution from
the genus Australopithecus to the genus Homo, students should focus specifically on trends for changes in brain size and limb
structure, including evidence of changes in volume of the cranium, changes in arm and leg length, and changes in the length
and curvature of the fingers and toes.
Page 14 of study design