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Stage 2 Biology: Assessment Type 1: Investigation Folio: Science As A Human Endeavour Task

This document outlines a science as a human endeavour task for a Stage 2 Biology assessment. Students will investigate an aspect of contemporary biology that explores the interaction between science and society. They will research their topic and present their findings as a scientific article, report, analysis, or concern. Students must discuss how their focus illustrates the connection between science and society, and link it to at least one key concept of science as a human endeavour. The task involves researching the topic, planning the communication, refining the information collected, and writing a 1,500 word scientific communication.

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231 views

Stage 2 Biology: Assessment Type 1: Investigation Folio: Science As A Human Endeavour Task

This document outlines a science as a human endeavour task for a Stage 2 Biology assessment. Students will investigate an aspect of contemporary biology that explores the interaction between science and society. They will research their topic and present their findings as a scientific article, report, analysis, or concern. Students must discuss how their focus illustrates the connection between science and society, and link it to at least one key concept of science as a human endeavour. The task involves researching the topic, planning the communication, refining the information collected, and writing a 1,500 word scientific communication.

Uploaded by

JayJay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Stage 2 Biology: Assessment Type 1: Investigation Folio

Science as a Human Endeavour Task


Introduction and Purpose of task:

In this task you will investigate and demonstrate a comprehensive understanding of science as
a human endeavour in Biology related to any of the topics in Stage 2 Biology. The focus of this
task is to explore an aspect of contemporary Biology with a particular emphasis the interaction
between society and, for example, the application and use of biological knowledge, the
influence and development of new technologies, or the design of solutions to problems.

You will use and acknowledge a variety of relevant sources to find data and information to
support your chosen topic.

You may choose to present your research findings as either an article in a scientific journal, as
a written report providing an expert’s point of view, an analysis of a new development in a field
or a concern about a development that has economic, social, environmental or political
implications on any aspect related to any topic in the Stage 2 Biology science understandings.

Your research, findings and outcome should have a focus on at least one of the key concepts
of Science as a Human Endeavour listed below:

Communication and Collaboration


 Science is a global enterprise that relies on clear communication, international conventions, and
review and verification of results.
 Collaboration between scientists, governments and other agencies is often required in scientific
research and enterprise.
Development
 Development of complex scientific models and/or theories often requires a wide range of
evidence from many sources and across disciplines.
 New technologies improve the efficiency of scientific procedures and data collection and
analysis. This can reveal new evidence that may modify or replace models, theories, and
processes.
Influence
 Advances in scientific understanding in one field can influence and be influenced by other areas
of science, technology, engineering, and mathematics.
 The acceptance and use of scientific knowledge can be influenced by social, economic, cultural,
and ethical considerations.
Application and Limitation
 Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions,
make discoveries, design action for sustainability, evaluate economic, social, and environmental
impacts, offer valid explanations, and make reliable predictions.
 The use of scientific knowledge may have beneficial or unexpected consequences; this requires
monitoring, assessment, and evaluation of risk, and provides opportunities for innovation.
 Science informs public debate and is in turn influenced by public debate; at times, there may be
complex, unanticipated variables or insufficient data that may limit possible conclusions.

Ref: A511899, 3.4 1 of 5


Last Updated: 15/11/2018
Part A: Information Search and Planning

1. Use the internet and other sources of information to do an initial search related to a topic
of Stage 2 Biology that is of interest to you e.g. new DNA technologies, animal
conservation or new medicines. Consider the technology, ethics, benefit to humans,
costs, environmental concerns etc. of this topic of interest.

2. In a table, make a list of possible topics and related questions or contexts for your
scientific communication.

3. Search for articles, data or other information that you could use to support your
discussion. Record the resources in a reference list using Harvard Referencing, for
future reference. This will assist you in your selection of your final focus.

4. Choose the focus of your work for the scientific communication.


e.g. An announcement that a new hormone replacement therapy may prevent breast
cancer or a breeding program to save one of Australia’s rarest and most unique animals
is underway to promote its conservation.

5. Link your chosen focus to at least one of the key concepts of SHE.
e.g. The use of scientific knowledge may have beneficial or unexpected consequences;
this requires monitoring, assessment, and evaluation of risk, and provides opportunities
for innovation could be considered when scientists are involved breeding programs as a
method of conserving animals.

6. Check the focus you have chosen with your teacher before you proceed.

Date Due: ____________

7. Choose the format of your work: an article in a scientific journal, as a written report
providing an expert’s point of view, an analysis of a new development in a field or a
concern about an issue. You might like to formulate a statement that relates to your
chosen focus and SHE key concept as the heading for your work.

8. Plan your article or report - this will be submitted to your teacher for feedback.

Date Due: ______________

Part B: Refinement of Information for your chosen focus

9. Search for any further information that will enable you to provide a comprehensive and
detailed report, with highly relevant biology as determined by your plan from Part A.

This will also assist you in developing your conclusion.

Record the resources in a reference list use Harvard Referencing.

Part A and B are not included in the word count.

Ref: A511899, 3.4 2 of 5


Last Updated: 15/11/2018
Part C: Scientific Communication

Use the information and data gathered to write an article in a scientific journal, a report
providing an expert’s point of view, an analysis of a new development in a field or a concern
about an issue you have chosen.

Your report must include:

 an introduction, to identify the focus of the investigation and the key concept(s) of
science as a human endeavour that it links to
 relevant biology concepts or background (this should support your report but not be
the focus which is Science as a Human Endeavour)
 an explanation of how the focus of the investigation illustrates the interaction between
science and society, including a discussion of the purpose, potential impact, or
application of the focus of the investigation, e.g. further development, effect on quality of
life, environmental implications, economic impact, intrinsic interest
 a conclusion
 citations and referencing.

Assessment Conditions:

4 weeks to complete. Class time provided for research and support.

Students may submit one draft of the final scientific communication for feedback. This does not
include the checkpoints and plan.

Verification of student work will occur throughout the task.

Word Count: maximum of 1500 words for Part C or 10 minutes for an oral presentation.

Assessment Design Criteria

Note for teachers:

This format of the SHE task provides the student with an opportunity to select a topic and
explore the SHE key concepts connected to their chosen topic. Teachers will need to
guide students to select topics that are contemporary and will enable the focus to be on
the aspects of SHE chosen.

While the biology and science involved will be a part of the report it should not be the
focus. The assessment focus should be on the student’s ability to explore and connect
the interaction between science and society.

Part A and B are not included in the 1500 word count.

Knowledge and Application: KA1, 3, 4

Ref: A511899, 3.4 3 of 5


Last Updated: 15/11/2018
Stage 2 Biology Performance Standards

Investigation, Analysis and Evaluation Knowledge and Application


A Critically deconstructs a problem and designs a Demonstrates deep and broad knowledge and
logical, coherent, and detailed biological understanding of a range of biological concepts.
investigation. Applies biological concepts highly effectively in new
Obtains, records, and represents data, using and familiar contexts.
appropriate conventions and formats accurately Critically explores and understands in depth the
and highly effectively. interaction between science and society.
Systematically analyses and interprets data and Communicates knowledge and understanding of
evidence to formulate logical conclusions with biology coherently, with highly effective use of
detailed justification. appropriate terms, conventions, and
Critically and logically evaluates procedures and representations.
their effect on data.
B Logically deconstructs a problem and designs a Demonstrates some depth and breadth of
well-considered and clear biological knowledge and understanding of a range of
investigation. biological concepts.
Obtains, records, and represents data, using Applies biological concepts mostly effectively in
appropriate conventions and formats mostly new and familiar contexts.
accurately and effectively. Logically explores and understands in some depth
Logically analyses and interprets data and the interaction between science and society.
evidence to formulate suitable conclusions with Communicates knowledge and understanding of
reasonable justification. biology mostly coherently, with effective use of
Logically evaluates procedures and their effect appropriate terms, conventions, and
on data. representations.
C Deconstructs a problem and designs a Demonstrates knowledge and understanding of a
considered and generally clear biological general range of biological concepts.
investigation. Applies biological concepts generally effectively in
Obtains, records, and represents data, using new or familiar contexts.
generally appropriate conventions and formats Explores and understands aspects of the interaction
with some errors but generally accurately and between science and society.
effectively.
Communicates knowledge and understanding of
Undertakes some analysis and interpretation of biology generally effectively, using some
data and evidence to formulate generally appropriate terms, conventions, and
appropriate conclusions with some justification. representations.
Evaluates procedures and some of their effect
on data.
D Prepares a basic deconstruction of a problem Demonstrates some basic knowledge and partial
and an outline of a deconstruction and biological understanding of biological concepts.
investigation. Applies some biological concepts in familiar
Obtains, records, and represents data, using contexts.
conventions and formats inconsistently, with Partially explores and recognises aspects of the
occasional accuracy and effectiveness. interaction between science and society.
Describes data and undertakes some basic Communicates basic biological information, using
interpretation to formulate a basic conclusion. some appropriate terms, conventions, and/or
Attempts to evaluate procedures or suggest an representations.
effect on data.
E Attempts a simple deconstruction of a problem Demonstrates limited recognition and awareness of
and a procedure for a biological investigation. biological concepts.
Attempts to record and represent some data, Attempts to apply biological concepts in familiar
with limited accuracy or effectiveness. contexts.
Attempts to describe results and/or interpret Attempts to explore and identify an aspect of the
data to formulate a basic conclusion. interaction between science and society.
Acknowledges that procedures affect data. Attempts to communicate information about biology.

Ref: A511899, 3.4 4 of 5


Last Updated: 15/11/2018
Ref: A511899, 3.4 5 of 5
Last Updated: 15/11/2018

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