ࡱ>  eDbjbj]q]q t??o;rr5$5$5&5&5&$Y&Y&Y&Y&P&4&Y&a'':'''))),a.a.a.a.a.a.a+df.a5&)Z)@))).aB+5$5$''CaB+B+B+)5$p'5&',aB+),aB+B+2Z%5&^@A Y&0*$\._,Ya0aR\_gB+_g\^B+5&^)))r ":   STAGE 2 BIOLOGY ASSESSMENT TYPE 1: Investigations Folio Issues Investigation Purpose This investigation allows you to demonstrate: skills in the selection and evaluation of information about an issue in biology communication of your knowledge of the issue and its relevant biological background in an appropriate format presentation of alternative views on the issue, and your ability to provide an informed personal view on the issue. Description of assessment Issues are questions relevant to current and future society about which people hold different opinions. For this assessment task you need to select one issue that is related to one of the Human Awareness threads. Some suggestions for topics that may contain possible issues for you to research include, but are not limited to: the use of stem cells DNA fingerprinting use of genetic databases genetically modified foods genetically modified organisms and the environment? use of xenotransplantation. Part A You will: formulate a question and submit it to your teacher for approval gather information relevant to the issue from different sources which gives at least two points of view about the issue critically analyse and provide a detailed evaluation of the evidence from one of the relevant sources and give brief evaluations of three others. It is suggested that you use one of your best sources to analyse in detail. Part B You use the information that you have gathered to write a report that critically analyses and evaluates the issue to enable you to link concepts and use evidence to draw logical conclusions. The report should include: an introduction that identifies the biological issue investigated relevant biological background to the issue identification and explanation of alternative views an explanation of the perspectives on the issue a summary of results or findings and an explanation of your own conclusion appropriate referencing and a reference list. Assessment conditions Part A is to be completed in a single A4 page, and Part B may contain a maximum of 1500 words. This does not include your references section. You will have two lessons and homework time over four weeks to complete Parts A and B. You must ensure you submit your question prior to selecting your sources of information. A brief review of manuscript is available if submitted within three weeks. The following summarises the learning requirements and assessment criteria: Learning RequirementsAssessment Design CriteriaCapabilities1. Identify and formulate questions, hypotheses, concepts, and purposes that guide biological investigations 2. Design and conduct individual and collaborative biological investigations 3. Manipulate apparatus and use technological tools and numeracy skills to obtain, represent, analyse, interpret, and evaluate data and observations from biological investigations 4. Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and environmental issues 5. Communicate their knowledge and understanding of biological concepts using appropriate biological terms and conventions 6. Demonstrate and apply biological knowledge and understanding of concepts and interrelationships to a range of contexts and problems, including by presenting alternative explanations.Investigation The specific features are as follows: I1 Design of biological investigations. I2 Selection and acknowledgment of information about biology and issues in biology from different sources. I3 Manipulation of apparatus and technological tools to implement safe and ethical investigation procedures. I4 The obtaining, recording, and display of findings of investigations using appropriate conventions and formats. Analysis and Evaluation The specific features are as follows: AE1 Analysis and evaluation of connections between data, concepts, and issues in biology. AE2 Evaluation of procedures, with suggestions for improvement. AE3 Analysis and evaluation of data and other evidence to formulate conclusions and make relevant predictions. Application The specific features are as follows: A1 Application of biological concepts and evidence from investigations to solve problems in new or familiar contexts. A2 Use of appropriate biological terms, conventions, formulae, and equations. A3 Demonstration of skills in individual and collaborative work. Knowledge and Understanding The specific features are as follows: KU1 Demonstration of knowledge and understanding of biological concepts. KU2 Use of knowledge of biology to understand and explain social or environmental issues. KU3 Communication of knowledge and understanding of biology in different formats.Communication Citizenship Personal Development Work Learning PErformance standards for Stage 2 Biology InvestigationAnalysis and EvaluationApplicationKnowledge and UnderstandingACritically and logically selects and consistently and appropriately acknowledges information about biology and issues in biology from a range of sources. Critically and logically analyses and evaluates connections between data, concepts, and issues in biology. Systematically and perceptively analyses and evaluates data and other evidence to formulate conclusions and make logical and highly relevant predictions.Uses appropriate biological terms, conventions, formulae, and equations highly effectively. Consistently demonstrates a deep and broad knowledge and understanding of a range of biological concepts. Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of biology coherently and highly effectively.BLogically selects and appropriately acknowledges information about biology and issues in biology from different sources. Clearly and logically analyses and evaluates connections between data, concepts, and issues in biology. Uses mostly logical analysis and evaluation of data and other evidence to formulate conclusions and make consistent and relevant predictions.Uses appropriate biological terms, conventions, formulae, and equations effectively. Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts. Uses knowledge of biology logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of biology coherently and effectively.CSelects with some focus, and mostly appropriately acknowledges, information about biology and issues in biology from different sources. Analyses and evaluates connections between data, concepts, and issues in biology. Analyses and evaluates data and other evidence to formulate conclusions and make simple and generally relevant predictions.Uses generally appropriate biological terms, conventions, formulae, and equations with some general effectiveness. Demonstrates knowledge and understanding of a general range of biological concepts. Uses knowledge of biology with some logic to understand and explain one or more social or environmental issues. Applies different formats to communicate knowledge and understanding of biology with some general effectiveness.DSelects and may partly acknowledge one or more sources of information about biology or an issue in biology. Describes basic connections between some data, concepts, and issues in biology. Attempts to extract meaning from data and other observations and to formulate a conclusion or make a simple prediction that may be relevant.Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate. .Demonstrates some basic knowledge and partial understanding of biological concepts. Identifies and explains some biological information that is relevant to one or more social or environmental issues. Communicates basic information to others using one or more formats.EIdentifies a source of information about biology or an issue in biology. Acknowledges that connections exist between data, concepts, and/or issues in biology. Attempts to organise some limited data or observations.Uses some biological terms or formulae. Demonstrates some limited recognition and awareness of biological concepts. Shows an emerging understanding that some biological information is relevant to social or environmental issues. Attempts to communicate information about biology. InvestigationAnalysis and EvaluationApplicationKnowledge and UnderstandingACritically and logically selects and consistently and appropriately acknowledges information about biology and issues in biology from a range of sources. Critically and logically analyses and evaluates connections between data, concepts, and issues in biology. Systematically and perceptively analyses and evaluates data and other evidence to formulate conclusions and make logical and highly relevant predictions.Uses appropriate biological terms, conventions, formulae, and equations highly effectively. Consistently demonstrates a deep and broad knowledge and understanding of a range of biological concepts. Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of biology coherently and highly effectively. Notes on Criteria (by number) appropriately acknowledges information about biology from a range of sources Lots of references, with at least two source types represented. Aim at 9 references, with at least one being from a peer reviewed journal. Check all of your statements, and if they are not clearly just your personal opinion, or general knowledge, then each should have an appropriate reference (Surname, Date) to acknowledge it Marked out of 15, 1 for each reference (up to 9), 1 for each type of source (up to 2) and 2 marks for citing in the right places and 2 marks for correct form of citation in text. evaluates connections between data, concepts and issues in biology in this instance, data is not likely to be involved greatly. However, issues and concepts are more relevant. For the purposes of this essay, define concept as the major theme (e.g. national parks) and the issues as the different aspects of arguments for and against. (using same example as above, issues of biodiversity preservation and amenity value on one side and loss of farmable land, and bushfire risk on the other hand. Marked out of 12, with 1 mark for naming each of 6 issues, and 1 mark if there is a clear link between the concept (bigger question) and each of the 6 issues i.e. how does each issue relate. Systematically and perceptively analyses and evaluates data and other evidence... this refers to your ability to critically analyse your information sources, which is Part A of this exercise. It needs to show your ability to understand the standing of a reference in terms of its credibility, its potential bias and its relevance. If using a peer reviewed journal reference (and it is strongly suggested that you do), you should address the following: Marked out of 21 (total) Credibility: Source type (Journal, magazine, newspaper article, book, internet) Standing amongst that source type (use Impact Factor, with an explanation) Institution allegiance (universities, hospitals and government institutes are most credible) Authors credentials (i.e. educational qualifications) Authors history (check for publications, positions held google it) (these are dealt within detail in separate handout) (where more than one author, use first author for c,d&e) Subtotal:10 marks, 2 for addressing 4 of the above 5 points, and 2 for explaining the significance of one of these in some detail (e.g. The Journal of Irreproducable Results is a highly regarded international journal with an impact factor of 6.8 (2 points for standing of journal). In general, good journals achieve impact factors above 1, and only really top class journals achieve more than 4. This therefore indicates that this is a highly regarded scientific journal, with good editorial control (the extra two points for explaining one of the features). Bias: Identify whether there is likely to be any potential bias (e.g. is it produced by the Tobacco Institute of Australia, the RSPCA, a political party etc, where some sort of bias is likely? Note dont forget to say that bias does not invalidate a source, but it is important to be cognisant of it and respond by using a variety of sources to get the balanced viewpoint not provided by that single reference. You can also analyse it yourself and see whether there is any actual bias in the material presented. Both potential and actual bias should be commented on. Subtotal: 4 marks 1 each for addressing potential bias, 1 for addressing apparent bias, 2 for explaining the treatment of biased articles. Relevance: Comment on whether the reference is useful for providing background, for examples or for perspectives on an issue. Subtotal: 1 mark - for naming the relevance of the article in the above terms Comparison with three other articles: Subtotal: 6 marks 2 each for briefly addressing three other sources in terms of source type, authors credentials and potential bias. This can be done in dot point form. Using biological terms and conventions" No incorrect usage of biological terms (4 marks), References correctly formatted in reference section correct number (all those cited in text and none which are not cited (2 marks), format of references is correct (4 marks). Marked out of 10 demonstrates a deep and broad knowledge.... - This section examines how well you have explained the background to your biological issue to the reader. It will require at least a paragraph. My suggestion would be to make sure someone who does not know the subject (parents, siblings etc) reads it, and then tells you what they are unsure of. Clarify this with a bit of rewriting before handing in. This introductory section should cover the following points: A description of the issue, a brief history outlining at least when it was first carried out. an explanation of how the technique is carried out, 5 points are allocated to how well you address the first point, 4 points for the second point and 1mark for the final point Marked out of 10 ....understand and explain social or environmental issues. This section concentrates on the two sides of the argument. You must clearly identify the way in which the biology of the procedure has implications for the issues which you have outlined amongst the pros and cons. For example, that stem cell research has detractors from pro-life and religious groups because in some forms it involves the harvest of human embryos. Marked out of 6 ...communicate knowledge and understanding of biology coherently and highly effectively this section is purely related to your writing style. It specifically concentrates on your spelling (4 marks), your grammar (4 marks), and your organisation of material in a logical manner (4 marks) Marked out of 12     Page  PAGE 1 of  NUMPAGES 5 Stage 2 Biology annotated task for use from 2011  FILENAME \* Lower \* MERGEFORMAT stage 2 issues investigation handout.doc (October 2010) SACE Board of South Australia 2010 M n t MNOFkl=56:qz_c'ü}l hw"VhCJOJQJ^JaJ h7-h hChh:h0J/ hw"Vh hn!,h56CJ\]aJh@Fh6CJ hCJ h|h h'hhsh5 h5hoh5 hoh hUh h=*hh h5CJ(8MNVA 8  . 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Courier New"hCg;G6 1h2kqSS4dD<q;K 2qHX 2! xx$STAGE 2 AGRICULTURE AND HORTICULTUREGreg Steven Drake\                Oh+'0 ( L X d p|'(STAGE 2 AGRICULTURE AND HORTICULTUREGreg Normal.dotmSteven Drake6Microsoft Macintosh Word@V@Lf@d@ 1 ՜.+,0( hp  ' SACE Board of South AustraliahD< %STAGE 2 AGRICULTURE AND HORTICULTURE Title  !"#$%&'()*+,-./0123456789:;<=>?@ABDEFGHIJLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F Data C1TableKgWordDocumenttSummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8