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. Queensland Studies Authority September 2013 | 2 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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