Biology 2004 Extended experimental investigation: Cell membranes Sample assessment instrument

Biology 2004
Sample assessment instrument
Extended experimental investigation: Cell
membranes
This sample has been compiled by the QSA to help teachers plan and develop assessment
instruments for individual school settings. It demonstrates the following criteria:
• Understanding biology
• Investigating biology.
Assessment instrument
Words in italics are quoted
from the syllabus.
Background
Cells are the building blocks of life. They are surrounded by a cell membrane which separates the
inside of the cell from the outside environment. The cell membrane controls the movement of
substances in and out of cells.
Task
Research, design and conduct an experimental investigation on the effect of changes in the
environment on cell membranes. Prepare a 600-word report.
The feature of an assessment instrument included in a monitoring folio: up to 600 words (word
length is attributed to discussion/ conclusions/ evaluation/ recommendations only).
Groups: 3–4 students
Time:
4 weeks
Elements of the investigation may be conducted in small groups or pairs.
Group work reduces the amount of equipment required.
The investigation will be conducted over a minimum 2–3-week time frame.
What to do:
Understanding biology
In conducting your investigation:
• research cell membranes and factors which affect them making links between concepts to reveal
interrelationships
• use your research to develop a justified research question and hypothesis
• design an experiment for the research question; consider replication and variables; prepare a risk
assessment
• conduct the experiment
Investigating biology
• collect and organise the data
• interpret and analyse the results, explain any relationships, trends or anomalies that you have
noted
• link your results to the initial hypothesis and theory of cell membranes to draw and justify
conclusions about your investigation
• evaluate the design of the investigation and propose refinements
• prepare a report with the following headings: hypothesis, summary of results, discussion and
conclusion.
A report is not a requirement of the syllabus for the final presentation — an
appropriate genre can be selected (e.g. scientific report, journal or scientific log
book, article for a scientific magazine/newspaper, scientific poster or non-written
presentation).
Log book
A log book is to be kept throughout the investigation. A log book is an essential tool in scientific
research. It will contain your:
• background research
While a log book is not required by the
• references
syllabus, it may be used to reduce the length
• ideas
of the final presentation and to authenticate
• method, including design and modifications
student work.
• raw data
• analysis
• any other relevant information.
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Investigating biology.
Understanding
biology
Instrument-specific criteria and standards
Standard A
Standard B
Standard C
Standard D
Standard E
The student communicates
their understanding by:
• making links between
related ideas, concepts,
principles and theories of
cell membranes to
reveal meaningful
interrelationships.
The student communicates
their understanding by:
• explaining ideas, concepts,
principles and theories of
cell membranes and
describing
interrelationships between
them.
The student communicates
their understanding by:
• defining and describing
ideas, concepts, principles
and theories of cell
membranes, and
identifying
interrelationships.
The student communicates
their understanding by stating
ideas and using terminology
relevant to concepts of cell
membranes and recalling
interrelationships.
The student states terminology
and ideas relevant to concepts
of cell membranes.
The student communicates
investigative processes by:
• formulating justified
researchable questions
The student communicates
investigative processes by:
• formulating researchable
questions
The student communicates
investigative processes by:
• identifying researchable
questions
The student communicates
investigative processes by:
• following instructions to
collect and organise data
The student communicates
investigative processes by
following instructions to collect
and organise data.
• designing, modifying and
implementing an
investigation
• selecting, modifying and
implementing an
investigation
• selecting and implementing
an investigation
• collecting and organising
data to identify trends
and interrelationships
• collecting and organising
data to identify trends
• collecting and organising
data
• interpreting and critically
analysing results with
links to theoretical
concepts to draw
conclusions relating to
the question/s
• interpreting results and
drawing conclusions
relating to the question/s
•
evaluating the design of
the investigation and
reflecting on the
adequacy of the data
collected and proposing
refinements.
•
•
•
using data to answer
questions.
discussing results and
drawing conclusions.
evaluating the design of
the investigation and the
adequacy of the data
collected.
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