DUNGOG HIGH SCHOOL HSC BIOLOGY COURSE REQUIREMENTS 2011/12 Miss A Schatz

- 1 - INTRODUCTION The current Biology Syllabus was introduced by the Board of Studies in 2000 and amended in 2002. It is designed to provide students with a contemporary and coherent understanding of life and its interactions. Biology Stage 6 explores the levels of organisation of life, from the molecular level through cellular to higher levels of organisational structure and function, which exhibit evolution as a common source of unity and diversity. It includes developing an understanding of the interactions within and between organisms and between organisms and their environment. The study of biology recognises that, while humans are part of nature, they continue to have a greater influence on the environment than any other species. The history and philosophy of science, as it relates to the development of the understanding, utilisation and manipulation of living systems by the human species, is an integral part of the study of contemporary biology and assists students to recognise their responsibility to conserve, protect, maintain and improve the quality of all environments for future generations.

COURSE REQUIREMENTS The HSC Biology syllabus is divided into the three compulsory core topics  Maintaining A Balance  Blueprint of Life  The Search for Better Health

And one option, which may comprise any one of the following:  Communication  Biotechnology  Genetics: The Code Broken?  The Human Story  Biochemistry

Biology is a practical subject and many examination questions will relate to practical work. Also many of the syllabus outcomes focus on your ability to plan, carry out and analyse first-hand investigations as well as analyzing second hand information.

STUDENT REQUIREMENTS You will need the following equipment:  a note book: loose leaf or exercise book  one practical book: preferably A4 exercise book format with hard cover. These books must be bound (lecture pads are not acceptable).  calculator  pens, lead pencils etc will be taken to every lesson by each student.

Students will be required to bring this equipment to every Biology lesson. A text book has already been issued during the preliminary course. This is a useful tool for study. However students will not be required to bring this to lessons.

- 2 - SAFETY Students are expected to follow science safety procedures at all times. This includes  wearing correct footwear (fully enclosed, non-permeable shoes, NO ballet flats, canvas shoes or mesh covered sneakers)  wearing safety glasses during experiments  wearing protective clothing and gloves when necessary.

Risk assessment procedures will be conducted on each experiment to highlight safe laboratory procedures.

HOMEWORK You will be required to complete homework tasks when set as part of your course. Homework is a way for you to reinforce work covered in class and to help to understand the work being presented. It is important for you to complete all set homework tasks. This will usually include the completion of practical reports.

ASSESSMENTS A variety of assessment tasks will be issued throughout the course. The following assessment schedule gives an indication of the date and type of each assessment. Official notification will be given closer to the date of each task. All assessment tasks need to be completed and submitted by the due date, unless an extension is granted. Extensions will only be granted for extenuating circumstances and will only be granted prior to the due date. Failure to submit assessments by the due date will be awarded a mark of zero. In some circumstances, such as illness, an appeal may be granted. The assignment and the appeal form should be submitted together on the day of return to school. The appeal should be accompanied by any paperwork providing evidence of your grounds for appeal. Students are required to sign when they receive notification of assessments and when they submit the task.

- 3 - Dungog High School Science Faculty HSC Biology Assessment Task Schedule – 2011/12

Task 1 Task 2 Task 3 Task 4 Task 5 Approximate Week 8 Week 8 Week 5 Week 3 Term 3 Date Term 4 Term 1 Term 2 Term 3 Actual Date Open ended Nature of Task Research and First Communication Research task investigation and Examination hand investigation and skills model Syllabus Unit/s 9.2 9.3 9.4 9.5 All Outcomes H3, H4, H5, H13, H1, H2, H11, H12, H6, H9, H13 H12, H13 All Assessed H16 H13, H14 Course Weighting % 15 25 20 10 30 Component Knowledge and understanding 40 7.5 5 5 2.5 20

Skills in planning & conducting 1st 30 hand investigations & 12.5 10 2.5 5 communicating information based on these investigations Skills in scientific thinking, problem 30 solving and in 7.5 7.5 5 5 5 communicating understanding and conclusions 100 15 25 20 10 30

- 4 - Table of Objectives and Outcomes Objectives HSC Course Outcomes a

e Students will develop knowledge and r

A understanding of: A student:

s

u 1 the history of biology H1 evaluates how major advances in scientific c

o understanding and technology have changed the F

d direction or nature of scientific thinking e b i 2 the nature and practice of biology H2 analyses the ways in which models, theories and laws in r c

s biology have been tested and validated e r

P 3 applications and uses of biology H3 assesses the impact of particular advances in biology on the development of technologies 4 implications of biology for society and the H4 assesses the impacts of applications of biology on environment society and the environment 5 current issues, research and developments in H5 identifies possible future directions of biological biology research e

g 6 cell ultrastructure and processes H6 explains why the biochemical processes that occur in d e

l cells are related to macroscopic changes in the organism w

o 7 biological diversity H7 analyses the impact of natural and human processes on n

K biodiversity

: n

i 8 environmental interactions H8 evaluates the impact of human activity on the a

m interactions of organisms and their environment o

D 9 mechanisms of inheritance H9 describes the mechanisms of inheritance in molecular terms 10 biological evolution H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution s l

l 11 planning investigations i H11 justifies the appropriateness of a particular k S investigation plan : n i 12 conducting investigations a H12 evaluates ways in which accuracy and reliability could m

o be improved in investigations D 13 communicating information and H13 uses terminology and reporting styles appropriately and understanding successfully to communicate information and understanding 14 developing scientific thinking and H14 assesses the validity of conclusions from gathered data problem-solving techniques and information 15 working individually and in teams H15 explains why an investigation is best undertaken individually or by a team s

e H16 justifies positive values about and attitudes towards s u 16 themselves, others, learning as a lifelong l e

a both the living and non-living components of the d process, biology and the environment u V

t environment, ethical behaviour and a desire for a : i t n t i critical evaluation of the consequences of the a A

m applications of science & o D

- 5 - WRITING A PRACTICAL REPORT Unless otherwise stated first hand investigation reports must follow the format described below.

TITLE: It should be a concise and informative description of the nature of your work.

HYPOTHESIS: This is a general statement that must be based on observations and previous knowledge, and must be testable in a variety of ways. This statement should be written prior to the aim.

AIM: The aim should be a statement about the purpose of the investigation, what are you trying to find out.

MATERIALS: A list of all equipment used to carry out the experiment.

RISK ASSESSMENT: A risk assessment needs to include identification of the risk, assessment of what could happen and measures to control these risks and prevent injury or mishap. This can be presented in a table, like the following: Identify Assess Control Glassware May cause cuts and scratches Keep glassware away from if broken. edges of bench, clean up any breakages immediately.

METHOD: The purpose of this section is to describe how you are going to carry out your experiment. This section must be detailed enough to allow someone else to repeat your experiment, replicate your findings and confirm them. Methods should be written in the PRESENT TENSE, giving the information in the right order, using a step-by-step outline. Scientific diagrams can be used to make descriptions clearer. Scientific diagrams must be drawn in pencil and labeled.

RESULTS This section presents the data in quantitative form and draws attention to points of interest. The results section should simply be a record of your results or observations. This section should not include conclusions or analysis of the observations. Tables and graphs are good ways to present data. Presentation of graphs and tables: o All tables and graphs must have their own title indicating what information is included. o Graph paper must be used when data is presented as a graph o Choose the most appropriate type of graph for your data (e.g. line graph, bar graph or pie chart)

- 6 - o All axes of graphs must be clearly and correctly labeled, including the appropriate units of measurement o If the graph contains more than one set of data then clearly identify which is which, by using different symbols or colours and a key. o Use column headings to indicate column contents and give units where applicable. o Define any non-standard abbreviations and symbols used. o Tables must be ruled and closed.

DISCUSSION This section interprets the meaning and discusses the implications of the results and compares them to previous research. (a) Begin with a general introductory statement of what your results indicate about the answer to your aim. (b) Explain how your results might be useful. Go through your results in a logical order (discuss your results; don’t simply restate what’s already been shown in the Results section). Questions may be provided as a guide but your discussion should not simply be a series of answers to these questions. (c) Consider any limitations of the procedure and accuracy of collected data. Experiments often do not “work”. You should indicate possible reasons why an expected result was not obtained. Mention the limitations of your experiment in terms of your method and the theoretical implications.

CONCLUSION A conclusion is a short clear statement of what was found out from the observations made. It should answer the aim and also state whether your hypothesis was supported or not.

BIBLIOGRAPHY When writing reports, research projects and giving oral reports you will need to provide a list of books, magazines, internet sites and other resources you have used to complete a task. A bibliography always comes at the end of a piece of work and is always arranged in alphabetical order. A bibliography must include: For books-  the name of the author or editor if known (surname followed by initial)  the year the book was published (in brackets)  the full title of the book (in italics or underlined)  the publisher of the book  the place of publication For example: 1. Garton, A (1996) Science Moves 1. Rigby Heinemann. Sydney, NSW 2. McGouty, J. (Ed) The Human Body. Part five-Organs. (March 2002) The Daily Telegraph. Nationwide News Limited For websites-  the author or organization  year of publication or last modified (in brackets)  the entire internet address (underlined)  date last accessed - 7 - For example: Belasic, E.S. (2000). [On-line] Available: http://www.newtonsapple.tv/. Last accessed 13/09/2009

INFORMATION SKILLS Finding Information: Where to look Printed materials (from libraries) – text books, study guides, reference books, science magazines and journals and newspaper articles. Electronic – the internet and CDs. Visual – photographs, drawings, video and film. Audio – radio, lectures, tapes and CDs. Using and understanding information Defining your research task and deciding where to look. Locating the required information. Selecting and evaluating the most suitable pieces of information. Organizing the information and combining information from different sources. Presenting information in an appropriate and easy to understand manner.

THE INTERNET The internet is a great resource. It provides current information and contains a diverse range of ideas. However, not all websites are reliable.

EVALUATING INTERNET RESOURCES Authority  Who created the web site?  Do they provide information on their background, experience and credentials?  Is the site maintained by a well-known or reputable organization? Objectivity and Reliability  Are the facts that are known to you reliable?  Is the coverage objective? If not, is the bias clearly stated?  Is the site sponsored by a commercial organization? Is it trying to sell you something? Scope  Who is the intended audience?  Is this site for scholarly purposes or just for fun?  Are both sides of an issue or topic provided?  What geographical areas are covered?  What time period is covered?  Is this the original document or has it been edited or abridged in some way? Currency  Does the website give a date when it was last updated?  If so, has it been updated recently?  Are there many links that are broken and no longer connected to the resources listed? Broken links can be an indicator that a website is not being updated regularly.

- 8 - USEFUL WEBSITES Here are some websites where you can find information. Biology Syllabus: http://www.boardofstudies.nsw.edu.au /syllabus_hsc/ HSC Survival Guide http://www.smh.com.au/specials/hsc2003/index.html Verb definition games http://science.uniserve.edu.au/school/curric/stage6/verbs/ NSW Department of Education and Training: http://www.schools.nsw.edu.au/ NSW Board of Studies homepage: http://www.boardofstudies.nsw.edu.au New HSC On-Line: http://hsc.csu.edu.au/ University of Sydney Curriculum Resources: http://science.uniserve.edu.au/school/ ABC on-line Science: http://www.abc.net.au/science/default.htm

VALIDITY AND RELIABILITY

Some good questions to ask: first-hand information and data secondary information and data reliability Have I tested with repetition? How consistent is the information with information from other reputable sources? validity Does my procedure experiment actually test the How was the information gathered? Do hypothesis that I want it to? What variables have I the findings relate to the hypothesis or identified and controlled? problem?

- 9 - A GLOSSARY OF KEY WORDS Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgment of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection (analysis/evaluate) and quality to (analyse/evaluation)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

- 10 - SCAFFOLDS FOR KEY WORKS

Scaffolds to assist students interpret the Stage 6 Glossary of key words

The Stage 6 Glossary of key words was published by the NSW Board of Studies in 1999 (within the document: The New Higher School Certificate: Assessment Support Document). The Glossary’s purpose is to help provide a common language and consistent meaning for what students are expected to be able to do as described in the Higher School Certificate syllabus outcomes, objectives, performance bands and examination questions.

The following scaffolds were published by McGraw Hill for the text book HSC Biology in Focus, and have been successful in helping students interpret key words to develop better responses for course work and assessment tasks that use them.

Currently, there are ten scaffolds, for the following key words: 1. Account 2. Analyse 3. Assess 4. Compare 5. Contrast 6. Critically analyse 7. Discuss 8. Explain 9. Evaluate 10. Justify

- 11 - - 12 - - 13 - - 14 - - 15 - - 16 - - 17 - - 18 - - 19 - - 20 - - 21 - SKILL OUTCOMES MODULES CONTENT Students: 9.2 9.3 9.4 9.5 11.1 identify data sources to: a) analyse complex problems to determine appropriate ways in which each aspect may be researched b) determine the type of data that needs to be collected and explain the qualitative or quantitative analysis that will be required for this data to be useful c) identify the orders of magnitude that will be appropriate and uncertainty that may be present in the measurement of data d) identify and use correct units for data that will be collected e) recommend the use of an appropriate technology or strategy for data collection or gathering information that will assist efficient future analysis 11.2 plan first-hand experiences to: a) demonstrate the terms ‘dependent’ and ‘independent’ to describe variables involved in the investigation b) identify variables that need to be kept constant, develop strategies to ensure that these variables are kept constant and demonstrate the use of a control c) design investigations that allow valid and reliable data and information to be collected d) describe and trial procedures to undertake investigations and explain why a procedure, sequence of procedures or the repetition of procedures is appropriate e) predict possible issues that may arise during the course of an investigation and identifying strategies to address these issues if necessary 11.3 choose equipment or resources by: a) identifying and/or setting up the most appropriate equipment or combination of equipment needed to undertake an investigation b) carrying out a risk assessment of intended experimental procedures and identifying and addressing potential hazards c) identifying technology that would be used during an investigation and determining its suitability and effectiveness for its potential role in the procedure or investigations d) recognising the difference between destructive and non-destructive testing of material and analysing potentially different results of these two procedures 12.1 perform first-hand investigations by: a) carrying out the planned procedure, recognising where and when modifications are needed and analysing the effect of these adjustments b) efficiently undertaking a procedure which minimises hazards and wastage of resources c) disposing of any waste materials produced carefully and safely during the investigation d) identifying and using safe work practices during investigations 12.2 gather first-hand information by: a) using appropriate data collection techniques, employing appropriate technologies including data loggers and sensors b) measuring, observing and recording results in accessible and recognisable forms, carrying out repeat trials as appropriate 12.3 gather information from secondary sources by: a) accessing information using a range of resources including popular scientific journals, digital technologies and the Internet b) practising efficient data collection techniques to identify useful information in secondary sources - 22 - c) extracting information from numerical data in graphs and tables as well as from written and spoken material in all its forms d) summarising and collating information from a range of resources e) identifying practising male and female Australian scientists, the areas in which they are currently working and information about their research 12.4 process information to: a) assess the accuracy of any measurements and calculations and relative importance of the data and information gathered b) identify and apply appropriate mathematical formulae and concepts c) best illustrate trends and patterns by selecting and using appropriate methods, including computer assisted analysis d) evaluate the validity of first-hand and secondary information and data in relation to the area of investigation e) assess the reliability of first-hand and secondary information and data by considering information from various sources f) assess the accuracy of scientific information presented in mass media by comparison with similar information presented in scientific journals 13.1 present information by: a) selecting and using appropriate text types or combinations thereof, for oral and written presentations b) selecting and using appropriate media to present data and information c) selecting and using appropriate formats to acknowledge sources of information d) using symbols and formulae to express relationships and appropriate units for physical quantities e) using a variety of pictorial representations to show relationships and presenting information clearly and succinctly f) selecting and drawing appropriate graphs to convey information and relationships clearly and accurately g) identifying situations where use of a curve of best fit is appropriate to present graphical information 14.1 analyse information to: a) identify trends, patterns and relationships as well as contradictions in data and information b) justify inferences and conclusions c) identify and explaining how data supports or refutes an hypothesis, an investigated or a proposed solution to a problem d) predict outcomes and generate plausible explanations related to the observations e) make and justify generalisations f) use models, including mathematical ones, to explain phenomena and/or make predictions g) use cause and effect relationships to explain phenomena h) identify examples of the interconnectedness of ideas or scientific principle 14.2 solve problems by: a) identifying and explaining the nature of a problem b) describing and selecting from different strategies those which could be used to solve a problem c) using identified strategies to develop a range of possible solutions to a particular problem d) evaluating the appropriateness of different strategies for solving an identified problem 14.3 use available evidence to: a) design and produce creative solutions to problems b) propose ideas that demonstrate coherence and logical progression and including correct use of scientific principles and ideas c) apply critical thinking in the consideration of proposals, hypotheses and the results of investigations d) formulate cause and effect relationships Values and Attitudes Justifies positive values and attitudes towards: a) both the living and non-living components of the environment b) ethical behaviour c) a desire for the critical evaluation of the consequences of the applications of science

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