subject: year 11 biology head teacher: mr yates may ...€¦ · subject: year 11 biology date...
TRANSCRIPT
OUTCOMES - A student: develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1 designs and evaluates investigations in order to obtain primary and secondary data and information
BIO11/12-2 selects and processes appropriate qualitative and quantitative data and information using a range of
appropriate media BIO11/12-4 communicates scientific understanding using suitable language and terminology for a specific audience or
purpose BIO11/12-7 TASK DESCRIPTION:
During the Preliminary Biology course students will participate in a range of practical first-hand investigations in class activities coordinated by their teacher and conducted with their peers. In the process students will gain further experience and build upon a range of scientific skills developed in Stage 4 and 5 such as questioning and predicting, planning, processing data and information and finally communicating scientifically.
To demonstrate their development of and to further practice these scientific skills, to contextualise a chosen course outcome and to pursue an area of interest, students will need to plan an experiment that follows scientific report writing conventions. Students can choose to completely redesign a pre-existing experiment that they may have performed in class, or alternatively plan an experiment from scratch, but either way they will need to meet specified requirements in their experimental plan. The goal of this task is to perform an in-depth first-hand investigation on a syllabus content outcome that relates to an area of interest that they have in the course. Further details of guidelines and the format of the task can be found on the task description sheet.
Students can choose any syllabus content outcome from any module (Module 1,2,3 or 4) from the Preliminary Biology course, however, their choice will need to be approved by their teacher in the planning process and prior to submission.
We would like to advise a change in the assessment schedule for Preliminary Biology course in 2018. The
second Assessment Task; Depth Study, was planned to be submitted in Week 8, Term 2. However, this task needs to be postponed to a later date due to delays that inevitably occurred with the first Assessment Task. As such, the due date for the second Assessment Task; Depth Study, will now be Monday, Week 2, Term 3. If you have any further questions or concerns with this change, please discuss this with Mr Boden Yates, Head Teacher Science either by phone; 66 213 456 or email; [email protected].
Subject: Year 11 Biology Date Issued: Week 3, Term 2, Tuesday 15th May Due Date: Week 2, Term 3, Monday 30th July
Head Teacher: Mr Yates Weighting: 40% Task Number: 2
ASSESSMENT CRITERIA: Students will be assessed on their ability to: develop a targeted research question, a testable aim and a relevant, specific hypothesis (BIO11/12-1). conduct in depth, detailed, reliable, relevant and current research to obtain secondary information regarding
their identified research question (BIO11/12-2) design a safe and ethical experiment that meets all outlined conventions that could collect relevant and
reliable primary data that contributes to further understanding of the research question (BIO11/12-2) justify their experimental design by selecting and analyzing qualitative and quantitative data presented in
other similar experiments targeting the same concept (BIO11/12-4). communicate their experimental design meeting scientific conventions. (BIO11/12-7). • Late submission without misadventure will result in a mark of zero (0) being awarded.
CRITERIA- Students can: MARK
• develop an innovative, targeted research question, a testable and focused aim and a relevant, specific hypothesis.
• conduct in depth, detailed, reliable, relevant and current research to obtain secondary information regarding their identified research question.
• design a safe and ethical experiment that meets all outlined conventions that could collect relevant and reliable primary data that contributes to further understanding of the research question.
• effectively justifies their experimental design by selecting and analyzing qualitative and quantitative data presented in other similar experiments targeting the same concept.
• effectively and professionally communicate their experimental design meeting all defined scientific conventions including suitable language and terminology for an adult audience.
O
• develop a targeted research question, a testable aim and a relevant hypothesis. • conduct in depth, detailed, reliable, relevant and current research to obtain secondary information
regarding their identified research question. • design a safe and ethical experiment that meets most outlined conventions that could collect relevant
and reliable primary data. • justifies their experimental design by selecting and analyzing qualitative and quantitative data presented
in other similar experiments targeting the same concept. • communicates their experimental design meeting all defined scientific conventions including suitable
language and terminology for an adult audience.
H
• develop a research question, an aim and a hypothesis. • conduct research to obtain secondary information regarding their identified research question. • design an experiment that meets some outlined conventions that could collect primary data. • attempt to justify their experimental design by attempting to analyse data presented in other similar
experiments targeting the same concept. • communicates their experimental design meeting some defined scientific conventions.
S
• attempt to develop a research question, an aim and a hypothesis. • attempt to conduct research to obtain secondary information regarding their identified research question. • attempt to design an experiment that meets some outlined conventions that could collect primary data. • attempt to justify their experimental design by attempting to analyse data presented in other similar
experiments targeting the same concept. • attempt to communicate their experimental design meeting some defined scientific conventions
B
• attempt some sections of the assignment with limited quality. • communicate using some relevant and appropriate language.
L
• Late submission – no misadventure • Assessment not submitted
0 Parental
notification
2018 PRELIMINARY BIOLOGY DEPTH STUDY-
EXPERIMENTAL DESIGN
Context
Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.
The course provides the foundation knowledge and skills required to study biology after completing school and supports participation in a range of careers in biology and related interdisciplinary industries.
Depth studies provide opportunities for students to pursue their interests in Biology, acquire a depth of understanding, and take responsibility for their own learning. Depth studies promote differentiation and engagement, and support all forms of assessment, including assessment for, as and of learning. Depth studies allow for the demonstration of a range of Working Scientifically skills.
Subject: Year 11 Biology
Date Issued: Week 3, Term 2, Tuesday 15th May
Due Date: Week 2, Term 3, Monday 30th July
Head Teacher: Mr Yates
Weighting: 40%
Task Number: 2
Task description This depth study assessment task should not be viewed as a single isolated event, but rather a
collection of learning activities and experiences that have occurred over the students’ lives. The depth study will culminate in the expression of specific skills and knowledge gained over that time in an experimental design focusing on an area of interest to the student and defined by the Stage 6 Biology Syllabus.
The following steps detail the depth study assessment task. Students will follow these steps in the completion of the task. By following these steps, students will have opportunities to gain meaningful feedback from teachers and peers with the aim to further enhance their level of understanding, competency and therefore achievement.
STEP INSTRUCTIONS COMPLETED from…
1
Initially students will need to explore and select at least one syllabus content outcome from any of the 4 modules specified in the Stage 6 Preliminary Biology course:
Preliminary Biology
Module 1: Cells as Basis of Life Module 2: Organisation of Living Things Module 3: Biological Diversity Module 4: Ecosystem Dynamics
Week 3 – 5, Term 2 (May 15th –
June 1st) 2
They will then need to perform preliminary research to investigate experimental procedures related to their chosen syllabus content outcome. From this research, students will then provide a relevant title, define a research question, perform a literature review, devise an aim and hypothesis for an original experiment they intend to plan in further detail as a part of the depth study.
3 A proposal detailing their research question, introduction, aim and hypothesis
devised in Step 1 and 2 must then be submitted to their teacher for approval at the first compulsory checkpoint.
COMPULSORY CHECKPOINT 1- Due by end of Week 5 (June 1st)
4
Once approved, the students can then begin to complete their experimental plan for a safe and ethical experiment that will answer their defined research question. The construction of the method for the experiment including the identification of variables and appropriate equipment as well as details of the experiment steps and safety considerations must then be submitted to their teacher for feedback at the second compulsory checkpoint.
Week 5 – 8, Term 2 (June 1st – June 22nd)
COMPULSORY CHECKPOINT 2- Due by the end of Week 8 (June 22nd)
5
Using feedback from their teacher from checkpoint 2, students can make modifications to their experimental plan so far. They will also need to create a results table that would be suitable for recording data that would be collected during their experiment. NB: some interesting and well-planned experiments may be performed in class depending on interest. However, not all experiments planned by students for their depth study will be conducted in class, and therefore the collection and analysis of first hand data will not occur or be assessed.
Week 8 – 9, Term 2 (June 22nd- June 29th)
6
Informal peer assessment will then be conducted in a group environment which will allow for all students to gain further feedback regarding their experimental plan. This feedback process will benefit both the student planning the experiment and the students providing feedback on the plan. After changes have been made from peer feedback, students can then submit their work to their teacher as a part of an optional third checkpoint.
Week 9 -10, Term 2 (June 29th –
July 6th)
OPTIONAL CHECKPOINT 3- Due by the end of Week 10 (July 6th)
7
The ‘evaluation and justification’ questions will then be completed to act as a self-assessment method and will hopefully reveal weaknesses in the experimental plan. The answers to these evaluation questions and their experimental plan can then be submitted for another optional and final checkpoint; the last opportunity to improve upon your experimental plan.
Holidays + Week 1, Term 3
(July 7th – July 27th)
OPTIONAL CHECKPOINT 4 – Due by the end of Week 1, Term 3 (July 27th)
8 Students will then perform any further finalisation of their experimental plan and ‘evaluation and justification’ questions before submitting their final product through the Google Classroom (Google Classroom code: 9c6uhtg).
Week 1 – 2, Term 3 (July 27th – July 30th)
FINAL COMPULSORY SUBMISSION- Due by 9am Monday, Week 2, Term 3 (July 30th)
Specific Marking Criteria
Assessment criteria Action Marks assigned
Marks available
Marks achieved
develop a targeted research question, a testable aim and a relevant, specific hypothesis
• Research question is focused on a syllabus defined concept. 1
3
• Aim begins with to and mentions both the independent and dependent variable. 1
• Hypothesis predicts a relationship between the independent and dependent variable. 1
conduct in depth, detailed, reliable, relevant and current research to obtain secondary information regarding their identified research question.
• Definition of scientific concept is clear and accurate. 2
14
• Links importance of concept to Biological understanding. 2 • States how further experimentation can assist with
understanding concept. 1
• Use of correct referencing structure. 1 • Makes evaluation statement about reliability and explains level
of evaluation. 2
• Makes evaluation statement about relevance and explains level of evaluation. 2
• Makes evaluation statement about recentness and explains level of evaluation.
2
• Describes one strength of source. 1 • Describes one weakness of source. 1
design a safe and ethical experiment that meets all outlined conventions that could collect relevant and reliable primary data that contributes to further understanding of the research question.
• Accurately and specifically identifies independent variable 1
21
• Accurately and specifically identifies dependent variable with
units 2
• Accurately and specifically identifies 3 controlled variables. 3 • All equipment listed details size and quantity of materials. 2 • Steps are logical and sequential. 1 • Steps begin with a verb. 1 • Each step has only one instruction at a time. 1 • Steps show evidence of repetition. 1 • Steps show quantities where necessary. 1 • Both risks identify element of danger and how this could injure
individual e.g. ______ could occur resulting in ______ injury. 2
• Both precautions maturely minimise or prevent risk using professional laboratory conventions. 2
• Result table defines independent variable in columns. 1 • Result table defines dependent variable in rows. 1 • Table has evidence of units for variables where necessary. 1 • Result table shows evidence of thought and preparation e.g.
cells for numerous trials and for average where necessary. 1
justify their experimental design by selecting and analyzing experimental designs and techniques presented in similar experiments targeting the same concept
• Summarise aim, hypothesis and method of another experiment that tests that same concept. 1
18
• Identifies at least 2 similarities in experimental plans. 2 Identifies at least 2 differences between experimental plans. 2
• Identifies at least 1 difference in experimental design and defines why this difference was intended. 2
• Clearly links how manipulation of independent variable led to improved validity, reliability and/or accuracy. 2
• Clearly links how measurement of dependent variable led to improved validity, reliability and/or accuracy. 2
• Clearly links how controlling of variable 1 led to improved validity, reliability and/or accuracy.
2
• Clearly links how controlling of variable 2 led to improved validity, reliability and/or accuracy. 2
• Clearly evaluates experimental plan. 1 • Explains evaluation with at least 1 strength and 1 weakness as
evidence. 2
communicate their experimental design using scientific conventions.
• Use of technical language throughout task e.g. names of equipment and chemicals (and nomenclature) in method.
1
4
• Correct punctuation and grammar throughout all sections of task.
1
• All sections and questions attempted with academic rigour. 1 • Students participate in both of the compulsory checkpoints and
peer feedback process to model the peer review of scientific reports.
1
Total 60
Percentage
Limited= 0-15 0% - 24%
Basic= 15-29 25% - 49%
Sound= 30-44 50% - 74%
High= 45-53 75% - 89%
Outstanding= 54-60 90% - 100%
Feedback:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name: Teacher: Draft version:
TITLE:
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RESEARCH QUESTION:
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INTRODUCTION:
1) Define the concept you are investigating in your research question.
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2. Identify why this concept is important to Biological understanding.
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3. Describe how further experimentation could provide more information and
understanding about this concept.
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Name: Teacher: Draft version:
4. Select one source of information that you have used
during your research.
a) Write a reference for this source of information using correct Harvard style referencing
technique.
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b) Evaluate this source for reliability of the information it provided. In your answer explain your
evaluation.
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c) Evaluate this source for relevance of the information it provided. In your answer explain your
evaluation.
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d) Evaluate this source for recentness of the information it provided. In your answer explain
your evaluation.
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e) Describe one strength of this source in assisting you with researching.
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f) Describe one weakness of this source that hindered your researching.
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Name: Teacher: Draft version:
AIM:
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HYPOTHESIS:
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~~~~~~~~SUBMIT FOR COMPULSORY CHECKPOINT 1- Due by end of Week 5 (June 1st) ~~~~~~~~
METHOD:
Variables:
Independent variable (change): _______________________________________________
Dependent variable (measure): _______________________________________________
Controlled variables x 3(same): _______________________________________________
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Equipment:
Name: Teacher: Draft version:
Steps (attached an additional page if more space is required):
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RISK ASSESSMENT
Risk 1: _____________________________________________________________________________
Precaution 1: ________________________________________________________________________
Risk 2: _____________________________________________________________________________
Precaution 2: ________________________________________________________________________
~~~~~~SUBMIT FOR COMPULSORY CHECKPOINT 2- Due by the end of Week 8 (June 22nd) ~~~~~~
Name: Teacher: Draft version:
RESULTS:
~~~~~~~~~~~~~~~~~~~~~~~SUBMIT FOR CHECKPOINT 3 (OPTIONAL)- Due by the end of Week 10 (July 6th) ~~~~~~~~~~~~~~~~~~~~~~
Name: Teacher: Draft version:
EVALUATION AND JUSTIFICATION QUESTIONS
1. Summarise an experiment designed to test a similar concept as you have defined in your
research question.
AIM:
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HYPOTHESIS:
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METHOD (brief summary):
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2. Identify similarities and differences between the experiment described in Question 1 and
your experimental design.
Other experimental
design
Your experimental
design
Name: Teacher: Draft version:
3. Justify why you designed your experimental plan differently to the other experiment. In
your answer, clearly identify what is different between the experiments and explain why
you chose to do this differently.
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4. Relate how the following aspects of your experiment improve validity, reliability and/or
accuracy:
a) How you chose to change the independent variable.
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b) How you chose to measure the dependent variable:
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Name: Teacher: Draft version:
c) How you managed to control at least 2 other variables.
Variable 1:
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Variable 2:
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5. Make a statement using appropriate adjectives to evaluate the effectiveness of your
experimental plan. In your answer, explain how you made this evaluation using strengths
and weaknesses as evidence.
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~~~~~~SUBMIT FINAL COPY (COMPULSORY)- Due by 9am Monday, Week 2, Term 3 (July 30th) ~~~~~~