BRIEFING NOTE FOR THE EXECUTIVE OFFICER - …€¦ · BRIEFING NOTE FOR THE EXECUTIVE OFFICER ......

OFFICE OF TASMANIAN ASSESSMENT,STANDARDS & CERTIFICATION (TASC)

BRIEFING NOTE NO: 04/2015

BRIEFING NOTE FOR THE EXECUTIVE OFFICER

Ms Jenny BurgessA/Executive Officer

SUBJECT:

PURPOSE:

BACKGROUND:

Biology - Level 3, size value 15

To seek accreditation of the proposed course.

At its meeting of 1 October 2014 (Agenda Item 2. 3.3) theTasmanian Qualifications Authority

. noted and endorsed the comments in the accreditation

report

. noted that it could not be satisfied that the proposed coursemeets the requirements under section 26(3) (a) (i) (ii) (iii) ofthe TQA Act

. did not, therefore, accredit the course

. determined to communicate with sectors and schools that

. the course is not accredited, as set out above in a), b) and c)

. work is required to develop a course of accreditablestandard

. this work should be completed before the middle of 2015

. noted the importance of continuing the transition of thiscourse towards greater alignment with the expectations ofthe Australian senior secondary curriculum.

On 18 December 2014 we received an application to accredit aproposed replacement course from the Department of Education(Attachment A).

The proposed course was circulated as an exposure draft as part ofthe accreditation process in the period 13 to 27 February 2015.Acomment was received from a teacher at The Friend's School

(Attachment B).

The Office undertook an initial analysis of the document. Inconsultation with the proponents minor editorial changes weremade to clarify some parts of the document. The Office alsoundertook an analysis of the proposed external assessment regime(Attachment C). In light of this analysis a statement about thenature of the external assessment has been added.

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CURRENT SITUATION:

ISSUES:

The course has been formally analysed against the SeniorSecondary Course Accreditation Criteria (Attachment D).The following course document is ready for accreditationconsideration (Attachment E):

New course:

Biology level 3, size value 15Replacing:Biology level 3, size value 15

1. The accreditation decision must be made in the context that

the:a. proposed course is 'high risk' in terms of its risk to

the integrity of the TCE and its contribution to ATARb. proposed course's resource implications for the

Office include external assessment at a monetarycost of around $38. 27 per candidate result - this iscomparable with the costs of assessments in similarassessment regimes.

2. If accredited the proposed course will need to be re-formatted into the TASC template and minor changes inwording to align the document with the new organisation.

VIEWS OF OTHERSTAKEHOLDERS;

The proponent reports that, in addition to teachers, the UTASSchool of Pharmacy contributed to the development of the course.

RECOMMENDATIONS: That the course be accredited for use from 1 Jan 2016 to 31 Dec

2020.

That the course be assigned a robustness level of 4.

That the course be assigned the following characteristics for theTCE:Course: TCE Contribution:

Biology level/credit points towardsLevel 3 participation andSize Value 15 achievement standard for

PA or higher15 points at level 3TCE contribution: 'EverydayAdult' standard for SA

award of higherNil

PREPARED BY: DrMikeJenkins

Liaison and Development OfficerDate: 1 June 2015

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APPROVED BY EO: ^-h

J ny BurgessA/Executive Officer, Tasmanian Assessment, Standards andCertification

Date: I i I

Attachments:

A: Request to Accredited LetterB: Comments to Exposure Draft and Proponent ResponsesC: Analysis of Proposed External Assessment RegimeD: Senior Secondary Course Analysis ReportE: Proposed Course

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ATTACHMENT A:Request to Accredited Letter

Senior Secondary Biology CourseAccreditation Submission

Covering letterDear Dr. Alien,

On behalf of the DoE, I formally request that The Tasmanian Qualifications Authority accredit the proposed course:Biology as defmed in the Tasmanian Qualifications Authority Act 2003, Part3, Division 1. 26.2.Course ro onent: Jennifer Earle, CTL - Science?Period of accreditation: Commencing 1 January, 2016 for one (1) year only.Rationale:

^ ̂ e.etm^of June i0 12 (Asenda item 2-3-6)'the Authority approved the development of a senior secondary size

15 TQA level 3 course in Biology based on ACARA Biology Units 3'and 4, with additional material on cells andsystems (Unit 2).

The Authority approved a timeline for the Biology course development in its meeting of 3rd April (Agenda item 2. 3. 3).The timeline included the development of an interim course that expires end 2015.

Biology is currently in the transitional phase towards greater alignment in 2016 with the expectations set by nationalconsistency, with an interim course BIOS 15114 Biology expiring at the end of 2015.

A new course has been developed to meet the planned inclusion of further content from AC: Biology Unit 4 and toremove some content based on AC: Biology Unit 1. These changes have resolved an issue noted inCEOBN 19/13 - forthe course to have greater comparability in course content with the Australian Curriculum: Biology, Units 3 and 4.LD Attachment A'Item 2-3-3 ofthe Authority meeting 1st October 2014, it was noted that the learning outcomes of

BI0315114 are expressed as developmental processes rather than as end-points of learning. The new course has revisedlearning outcomes as end-points of learning, giving a clear line of sight to the assessment criteria. The assessmentstandards have been modified as required to reflect level 3 standards'ofthe learning outcomes.Outline of Consultation:

The writing team and critics for the second phase of development under the leadership of Jen Earie, CTL - Science -Writing team: Perviz Marker (DoE), Madiyantika Varma (DoE).Critics: Helen Walker (DoE), Rosemary Beswick (Calvin Christian School).

Guidance oMhe content ofinfectious diseases and immunology was sought and received from two (2) lecturers fromthe School of Pharmacy, UTAS: Rahul Patel and Tabish RaziZaidi.

Dates of develo ment:

Early 2013: wide state-wide consultation across three (3) educational sectors.November/December2014: Writing, critiquing and consulting with UTAS lecturers.

Details of Consultation Undertaken

Wide consultation across education sectors - DoE, independent and government - took place early 2013. This involvedthe the^. TQA Project Officer, Jen Earie, holding face-to-face meetmgs with Science teachers in most TasmanianCollegg The consultation led to the development of a timeline to contemporise the TQA Biology course, which wasapproved by the Authority at its meeting of 3rd April 2013^Item 2. 3. 3. Contemporary content from the AC: Biology wasplanned to be added to the course in two phases. The second and current phase of development involved the addition ofinfectious diseases and immunity (AC: Biology Unit 4) and the removal of Unit 1 content to the course forimplementation in 2016.

The writing team implemented the changes to the content as decided in April 2013. Once some rough work had beendone on the changes by Perviz and Tika, they met with Jen in Burnie for a planning day. Email correspondence ensuedas an electronic document was developed according to the outcomes of the planning day.

A face-to-face discussion was held with Rahul and Tabish from UTAS School of Pharmacy. Rahula and Tabishsupported elaborations of the AC: Biology content statements to be added to the biology course. They commentedthat the new content on infectious diseases and immunology was appropriate for senior secondary study and wouldprovide an adequate foundation to further tertiary study in this area. Tabish recommended that the information on

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'lines of defence' for resisting disease be sought in an up to date medical text, Medical Physiology by Guyton and Hall,12th Edition. This research resulted in two examples of defence being added to the course document.

Once the draft had been developed, Perviz Marker held discussions with Helen Walker and Jen Earle held discussionswith Rosemary Beswick as critical friends. These discussions resulted in affirmation of the new course bar arecommendation that adaptation be moved to a different section and a content statement from AC: Biology Unit 1(ACSBL017) be removed from the section on natural selection. These changes involved further emailing and phonecalls to Perviz and Rosemary. The former recommendation was not actioned and the latter was actioned.

Concurrent to the development of the content of the new course, Jen Earle made amendments to learning outcomesand standards. These were discussed face-to face with Perviz and Tika at the planning day and at another subsequentface-to face meeting in Hobart with Perviz.

The use of the word 'demonstrate' was discussed by Jen, Perviz and Tika. It was decided to modify the titles of Criteria5 - 8 but to keep the word demonstrate. The reason for this inclusion is that these criteria are fundamentally about howknowledge of concepts and processes are applied to familiar and unfamiliar contexts and supported by data. The 'how'is 'demonstrated' as defmed by the standards.

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ATTACHMENT B:

Comment on Exposure Draft

Thankyou for the opportunity to comment on the Exposure Draft for the TCEBiology syllabus for 2016.

Whilst I am well aware of the processes involved in drafting thissyllabus and I was involved in the discussions that led to its drafting,I would still like to express my concern about a notable omission. I amdisappointed that the fundamental big ideas of ecology: food chains, foodwebs, energy flows, populations, carrying capacity and nutrient cyclesare all missing. In a world where we need to live sustainably I feel thisis a great oversight. I know tlit these topics are covered inEnvironmental Science and Society, but very few students choose Environd very few of the students who are likely to go on to become leaders in

the community, whereas the students who study Biology are more likely toassume roles where they can be^Involved in developing public attitudesand policy.

I understand that the TCE courses are becoming more aligned with theACARA courses and it seems like there is now more of a focus on medicalscience but again I see this as a shame. An educated population of thefuture is more likely, or more often call upon, a knowledge of ecologyand the science behind how the environment works, than the more specificmedical knowledge that is now becoming the focus of the course.

As for requirements for staff: we will need a lot of professionaldevelopment in the areas of introductory medical science content.

Faithfully,

Stephen Bunton

The Friends' SchoolPO Box 42North HobartAustralia 7002

Response:

The writer's comments are noted.

The alignment with AC Biology was required by the specifications, and the noted medical aspectswere discussed by the writers with UTAS (see Attachment A).

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ATTACHMENT C:ANALYSIS OF PROPOSED EXTERNAL ASSESSMENT

Course:

1) Number of criteria to be externally assessed(5 is the usual minimum to give cleardifferentiation in awards)

2) Nature of proposed external assessment(written examination, folio, display etc)

Biology Level 3 (B10315XXX)

The draft course document identifies five (5)criteria to be externally assessed.

The course document does not indicate the

nature of the external assessment proposed.However the expiring course document doesnot indicate the nature of the externalassessment either.

3) Suitability of proposed criteria for externalassessment

- are standard elements about processes (egresearch, group work) orknowledge/understanding ?- does proposed nature of assessment matchnature of criteria/ion?- are any criteria not included in the proposedexternal assessment suitable for externalassessment?

Currently it is a 3-hour exam and this is asuitable method.

The proposed criteria for external assessmentprovide ample opportunity for the student todemonstrate what they have learned, (acombination of theoretical and technical and

factual knowledge and skills) and how well theyhave understood what they have learned. Thecriteria will provide evidence of learnerknowledge and skills on which assessmentjudgments that are sufficient, valid, authenticand current can be made.

4) Relationships between externally assessedcriteria in expiring course and proposed course- similarities / differences

5) Nature of award requirements- comparison with expiring course, and othercourses with same number of internal / externalcriteria

6) Estimated costs & resource implications ofexternal assessment per candidate(based on past experience - see also BN2.2 ofAuthority meeting 25 June 2014 for costs)

Five (5) criteria are externally assessed in theexpiring course.

The proposed criteria and their standards arecomparable with the expiring course with a highdegree of similarity between the two.The Award Requirements for the proposedcourse are the same as for the expiring courseand are appropriate for 13 ratings.

The cost for the external assessment would be

consistent with the previous cost $38. 27 perstudent result, as the method will notand the enrolments are comparable.

RECOMMENDATIONS:The course document should state the method of external assessment.

Officer Kerry BrownDate 27 May 2015

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ATTACHMENT D:

Senior Secondary Course Analysis Report

Senior Secondary Course Accreditation ReportOn Proposed Course Document

Course:

Course Proponent:

Evaluator(s):

Evaluation Date:

Biology

Department of Education

Mike Jenkins

1 June 2015

Accreditation History: The expiring course was accredited from 2011 - 2015.

Evaluation History:

1. Rationale

The proposed course has a clearlyidentifiable rationale which includes

consideration of strategic need,demand, coherence and increasingstudent participation/achievementincluding appropriate consultationwith stakeholders.

A formal analysis of the expiring course was undertaken inSe tember2014.

Yes.The documents notes:

"Knowledge and understanding of science, scientific literacyand scientific methods are necessary for learners to develop theskills to resolve questions about their natural and constructedworld.

The purpose of science education is to develop scientificliteracy, helping learners: to be interested in, and understand, theworld around them; to engage in discourse about the scientificand technological aspects underlying global and local issues; tounderstand the testable and contestable nature of science, andquestion the claims made by others about scientific matters; tobe able to identify questions, draw evidence-based conclusionsand discuss their validity; and to form opinions, that arereasoned and informed, about the environment, about their ownhealth and well-being, and about the role and impact of scienceon society.Biology is the study of the fascinating diversity of life as it hasevolved and as it interacts and functions. Investigation ofbiological systems and their interactions, from the molecularlevel to cellular processes to ecosystem dynamics, has led tobiological knowledge and understanding that enable us toexplore and explain everyday observations, find solutions tobiological issues, and understand the processes of biologicalcontinuity and change over time."Consultation is noted in the covering letter (Attachment A).

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2. Coherence

2. a General Coherence

The proposed course

. must have educational aims and

learning outcomes appropriatefor students in the senior

secondary phase of education inTasmania; and

Yes

must be at least at the equivalentof the types of competenciescharacteristic ofAQF Cert I; and

has a balance of learning of bothdomain-specific and genericskills and knowledge

meets the TQA's specificationsdocument (if applicable).

Yes

There are 8 criteria: # 1 (planning and organisation) and #3(collect, record, communicate) are within the context of thecourse's focus.

NA

2.b Internal Coherence

. there is clarity regarding whatcontent is compulsory, and what(if any) is optional. Languageused reflects this (eg 'must' or'will' not 'should' or 'could')

. (if applicable) the degree ofoptional content (eg choicebetween units/topics) is limited.Options allow for somespecialisation, but there is asignificant 'core' of commoncontent

. there is clarity regarding thesequence for delivery of content(eg notations to say if the order inwhich contents listed in the

document reflects compulsory orsuggested delivery sequencing)

Yes, all content areas are compulsory

NA

Yes, "All content areas of Biology are compulsory, however theorder of delivery is not prescribed.This course has a design time of 150 hours. A mmimum of 45hours is to be spent on practical activities, which are an integralpart of the course, and are to be used as a means of teaching andconsolidating the course content as well as a means ofassessment.

Case studies may be used to engage learners and integratecontent from different parts of the course. " P.4

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there is a clear match between

the stated Learning OutcomesContent and Criteria/Standards. Yes.

Note: while some Learning Outcomesmay be aspirational (non-assessed, eg 'develop a positiveattitude towards... ) the numberof such objectives is limited.Overwhelmingly there is a clearmatch between the outcomes andthe criteria/standards.

2.c Coherence with other courses

. if applicable, there are clearlinkages between a TQA 3 courseand a 'Foundation' course at

level 2 (or other specified TQAaccredited pathway courses).

Note: a 'Foundation' course is not a

simplified or 'easier' version of aTQA 3 course. It has its owndistinctive features (content,standards, criteria etc) butprepares students who wish tostudy at TQA 3 in the same/similar learning area.

Yes - "This course is designed for learners who are interested in,and curious about, the science of the living world. Thesuccessful completion of Life Science, TQA level 2, wouldprovide useful preparation for the study of Biology."P.3

3. Overlap with other coursesDoes the proposed course duplicate,by titles or coverage

. other TQA senior secondaryaccredited courses? or

No

nationally accredited VETcourses?

No.

If relevant, does the course documentidentify where any outcomes meet therequirements of VET units ofcompetence in Training Packages to theextent that a learner may reasonablyexpect an RTO to grant direct recognition(RPL, credit transfer) for those units onthe basis of successful achievement in theT A accredited course.

NA

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4. Assessment

. there is clarity regarding anyprescribed assessmentinstruments and work

requirements

Yes.

the standards are expressed inclear, unambiguous language(e. g. it is not acceptable thatstandards are expressed in termssuch as 'sound understanding =C, good understanding = B').The standards must clearlydescribe features/characteristics of the evidence

of student work required by thestandard). Note: panel to checkcriteria and all standard

elements against issues noted inA endix F o the CourseWriter's Guide and makecomments here

Yes.

(if applicable) the standards arecomparable with ACARA/CCAFFL /VET standards inregard to their level ofcomplexity and wording

Yes.

. the degree of difficulty/ Yes.complexity of the standards andthe range of criteria arecomparable with those inaccredited courses in the same/

similar learning area and level ofcomplexity/size value

5. Labelling and terminologyThe names used in courses and for

results (awards) are simple, plain, Yesreadily understandable bypractitioners and not misleadreasonable persons.

Are the names used for awards/title

consistent with current TQA Yespractice?

The language used to describe thecourse, assessment and standards is Yes.

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simple, plain and readilyunderstandable by practitioners.

6.

7.

8.

DeliveryThe methods of delivering theproposed course are likely to achieve Yes.the purposes, amis and learnmgoutcomes of the course.

Access

(If applicable) any limitations toaccess based on age, gender,employment, cultural, social oreducational background are explicit,clearly stated and justified.

Quality AssuranceThe assessment processes to be usedto determine whether a student has

achieved the learning outcomes ofthe course are of standard sufficientto deliver

. a match between the standards

for achievement specified in thecourse and the standards

demonstrated by students; and

. a level ofcomparability ofresults/awards essentially thesame as for all other Authorityaccredited courses; and

. community confidence in theintegrity and meaning of results.

"Learners enrolled in this course are required to be able to workresponsibly and safely in practical situations. " P.3

Yes, standard TQA 3 QA method is used.

9. Resource Requirements. What, if any, special

requirements are there forproviders of the course (egspecial equipment, resources)

. Are these clearly described?

"Providers offering this course will need equipment, materialsand a suitable space to carry out the practical component of thecourse effectively and safely. " P.3

These can be derived from the content.

10.

. What requirements are there forthe TQA (eg quality assurance,external assessment)?

Evaluation

The proposed course must identify. course evaluation recesses.

External assessment and QA.

Standard paragraph used.

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11. Size /Complexity

Are the level of complexity andsize value of the course clearlydescribed?

Yes.

Does the 'amount' of content/

assessment regime match the sizevalue indicated?

Does the nature/aim/purpose ofthe course, its content, learningoutcomes and assessmentstandards match the

characteristics of the learning atthis level of complexity? (seeparagraph in course size andcomplexity section of the coursedocument for these

characteristics).

Yes.

Yes.

12. Qualifications

List the qualifications (includingaward types) to be conferred onsuccessful completion of thecourse

Biology level 3, award of PA through to EA.

Is this information included inthe course documentation?

Yes.

Overall Observations The proposed course has addressed the issues noted in theSeptember 20j^analysis of the expiring course, includingalignment with AC Biology Units 3 and 4.

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ATTACHMENT E:Proposed Course

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TASMANIAN

QUALIFICATIONS

AUTHORITY

Biology QBIOXXXXXX, TQA Level 3, Size Value = 15

THE COURSE DOCUMENT

This document contains the following sections:

RATIONALE...................................................................................................................................................................^

AIMS................................................................................................................................................................................2

COURSE SIZE AND COMPLEXITY ......................................................................................................,.......;................2

ACCESS..........................................................................................................................................................................3

PATHWAYS....................................................................................................................................................................3

RESOURCES..................................................................................................................................................................3

LEARNING OUTCOMES................................................................................................................................................3

COURSE REQUIREMENTS..........................................................................................................................................^

COURSE CONTENT...................................................................................................................,...............................,..^

SC/EWCE/fVQU/RYSK/US......................................................................................................................................4

SCIENCE AS A HUMAN ENDEAVOUR.......................................................................................................................5

SC/EWCEUfVDERST'/IA/D/WG ...................................................................................................................................5

OVERVIEW............................................................................................................................................5

DEM/LS ...............................................................................................................................................6

ASSESSMENT.............................................................................................................................................................. 12

QU/I/./T//ISSUR/IWCE PROCESSES...................................................................................................................... 12

External Assessment Requirements .............................................................................................................. 12

CRITERIA .......................................................................................................................................................... 12

STANDARDS...........................:......................................................................................................................... ~\3

QU/lL/F/CAr/0<V$/'lW/LABLE................................................................................................................................ 21

-AWARD REQU/REMEA/TS.....................................................................................................................................21

COURSE EVALUATION ...............................................................................................................................................21

EXPECTATIONS DEFINED BY NATIONAL STANDARDS..........................................................................................22

GLOSSARY........................................................................................................................................................ 26

ACCREDITATION......................................................................................................................................................... 28

VERSION HISTORY..................................................................................................................................................... 28

BiologyTQA Level 3

RATIONALE

Knowledge and understanding of science, scientific literacy and scientific methods are necessary forlearners to develop the skills to resolve questions about their natural and constructed world.

The purpose of science education is to develop scientific literacy, helping learners: to be interested in, andunderstand, the world around them; to engage in discourse about the scientific and technological aspectsunderlying global and local issues; to understand the testable and contestable nature of science', andquestion the claims made by others about scientific matters; to be able to identify questions, drawevidence-based conclusions and discuss their validity; and to form opinions, that are reasoned andinformed, about the environment, about their own health and well-being, and about the role and impact ofscience on society.

Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions.Investigation of biological systems and their interactions, from the molecular level to cellular processes toecosystem dynamics, has led to biological knowledge and understanding that enable us to explore andexplain everyday observations, find solutions to biological issues, and understand the processes ofbiological continuity and change over time.

AIMS

B/b/ogyaims to develop learners':

. sense of wonder and curiosity about life and respect for all living things and the environment

. understanding of how biological systems interact and are interrelated; the flow of matter andenergy through and between these systems; and the processes by which they persist and change

. understanding of major biological concepts, theories and models related to biological systems atall scales, from subcellular processes to ecosystem dynamics

. appreciation of how scientists use biology jn a wide range of applications, and how biologicalknowledge influences society in local, regional and global contexts

. ability to plan and carry out fieldwork, laboratory and other research investigations including thecollection and analysis of qualitative and quantitative data and the interpretation of evidence

. ability to use sound, evidence-based arguments creatively and analytically when evaluatingclaims and applying biological knowledge

. ability to communicate biological understanding, findings, arguments and conclusions usingappropriate representations, modes and genres.

COURSE SIZE AND COMPLEXITY

This course has a complexity level of TQA level 3.

At TQA level 3, the learner is expected to acquire a combination of theoretical and/or technical and factualknowledge and skills and use judgment when varying procedures to deal with unusual or unexpectedaspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standardsuitable to prepare learners for further study at the tertiary level. VET competencies at this level are oftenthose characteristic of an AQF Certificate III.

This course has a size value of 15.

BiologyTQA Level 3

ACCESS

Learners enrolled in this course are required to be able to work responsibly and safely in practicalsituations.

PATHWAYS

This course is designed for learners who are interested in, and curious about, the science of the livingworld. The successful completion of Life Science, TQA level 2, would provide useful preparation for thestudy of Biology.

The study of Biology will provide a foundation for learners to critically consider and to make informeddecisions about contemporary biological issues in their everyday lives.

It may be studied as part of a pathway to tertiary study and careers in areas such as agricufhjre, botany,zoology, marine science, biotechnology, health science, pharmacy, medicine, nur'sing or veterinaryscience. It is also suitable for learners wishing to study a science as part of a general education.

RESOURCES

Providers offering this course will need equipment, materials and a suitable space to carry out thepractical component of the course effectively and safely.

LEARNING OUTCOMES

On successful completion of this course, learners Will:

. be able to plan activities and monitor and evaluate progress; be organised to complete activitiesand meet deadlines; contribute to completion of group activities in the context of biology

. have practical skills in the safe and competent use of scientific techniques and equipment tocollect data related to biology

. use scientific inquiry to develop, conduct, interpret and evaluate experiments related to biology

. collect and record primary and secondary data from a variety of relevant sources

. have discriminating research skills and apply the principles of academic integrity

. communicate, predict and explain biological phenomena, using qualitative and quantitativerepresentations in appropriate modes and genres, and following accepted conventions andterminology

. make connections between knowledge of biology and ethical, political, cultural, social, economicand scientific considerations in differing contexts

. apply biological concepts to describe processes at all levels of biological organisation: thechemical basis of life; cells; organisms; and continuity of organisms and survival of changes

. interpret information and apply biological concepts and processes to discuss problems and makeplausible predictions

. interpret data to draw valid conclusions.

BiologyTQA Level 3

COURSE REQUIREMENTS

All content areas of Biology are compulsory, however the order of delivery is not prescribed.

This course has a design time of 150 hours. A minimum of 45 hours is to be spent on practical activities,which are an integral part of the course, and are to be used as a means of teaching and consolidating thecourse content as well as a means of assessment.

Case studies may be used to engage learners and integrate content from different parts of the course.

COURSE CONTENT

OVERVIEW

For the content areas of Biology, the three (3) interrelated strands - Science Inquiry Skills', Science as aHuman Endeavour, and Science Understanding - build on students' learning in F-10 AustralianCurriculum: Science. In the practice of science, the three strands are closely integrated: the work ofscientists reflects the nature and development of science; it is built around scientific inquiry; and it seeksto respond to and influence society. These three strands will be integrated int all areas of study in thiscourse.

Learners will develop an understanding of scientific method and also biology as a human endeavouf ,jthroughout the course. <-^

Science understanding will be developed through the study of four (4) sections:

. The chemical basis of life (Criterion 5)

. Cells (Criterion 6)

. Organisms (Criterion 7)

Continuity of organisms and survival of changes (Criterion 8).

Each section will be studied with reference to relevant underlying concepts and processes from thefollowing:

. structure reflecting function

materials input/output

. energy input/output

. maintaining equilibrium

. DNA: the code of life> ...'

. managing challenges.

All sections of the course will be assessed against Criteria 1, 2, 3 and 4

BiologyTQA Level 3

The course content structure is summarised in the table below:

Overarching Strands

Science Inquiry Skills, Science as a Human Endeavour, Science Understanding

Levels of organisation The chemical

basis of lifeCells

Continuity of

Organisms o'-ganisms andsurvival of

changes

8

Iiffl

I?

I

Structure Reflectingfunction

Material input/output

Energy input/output

Maintainingequilibrium

DNA: the code of life

Managing challenges

^

-/

^

^

^

^

^

^

-/

^

^

V

^

SCIENCE INQUIRY SKILLS

. Identify, research and construct questions for investigation; propose hypotheses; and predictpossible outcomes

. Design experiments, including the procedure/s to be followed, the materials required, and thetype and amount of primary and/or secondary data to be collected; observe risk assessments;and consider research ethics, including animal ethics

. Safely, competently and methodically collect valid and reliable data from practical investigations

. Represent data in meaningful and useful ways; organise and analyse data to identify trends,patterns and relationships; qualitatively describe sources of measurement error, and uncertaintyand limitations in data; and select, synthesise and use evidence to make and justify conclusions

. Select, construct and use appropriate representations to communicate conceptual understanding,solve problems and make predictions

Interpret a range of scientific resources, for example, research and media reports, and evaluateprocesses, claims and conclusions by considering the quality of available evidence; and usereasoning to construct scientific arguments

. Communicate to specific audiences for specific purposes using appropriate language,nomenclature, genres and modes, including scientific reports.

BiologyTQA Level 3

SCIENCE AS A HUMAN ENDEAVOUR

. Scientific knowledge can enable scientists to offer valid explanations and make reliablepredictions

. ICT and other technologies have dramatically increased the size, accuracy and geographic andtemporal scope of data sets with which scientists work

. Models and theories are contested and refined or replaced when new evidence challenges them,or when a new model or theory has greater explanatory power

. The acceptance of scientific knowledge can be influenced by the social, economic and culturalcontext in which it is considered

. People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk

. The use of scientific knowledge may have beneficial and/or harmful and/or unintendedconsequences

. Science can be limited in its ability to provide definitive answers to public debate; there may beinsufficient reliable data available, or interpretation of the data may be open to question

Scientific knowledge can be used to develop and evaluate projected economic, social andenvironmental impacts and to design action for sustainability.

SCIENCE UNDERSTANDING

Experimental Design (Criterion 2)

Propose a testable hypothesis that identifies clearly the independent and dependent variable. Design a controlled experiment

o Explain the requirements for only one mdependent variable and the importance ofcontrolling all other variables (fixed variables)

o Explain the need for a control for comparisono Explain the need for a large sample size and replications and the limitations where this is

not possibleo Explain the economic, ethical and environmental constraints on the design

Understand the role of abiotic and biotic factors in influencing the response of organisms as theseare generally the independent variables that can be manipulated

. Analyse and interpret datao Describe patterns / trends in resultso Provide a reasonable interpretation / explanation of the resultso Provide a summary conclusion as to whether results support or negate the hypothesis

Evaluate the method and suggest improvements to experiments.o Identify the strengths and weaknesses of an experimental designo Identify the limitations and sources of possible errors in the studyo Suggest possible improvements to the methodo Suggest further / alternative experiments.

Application and impact of biological science in society (Criterion 4)

. Biological knowledge can enable scientists to offer valid explanations and make reliablepredictions. This knowledge, and understanding by society, is relevant to biological issues andinforms decision making

. People's values (ethical, political, cultural, social, economic, scientific) are important in decisionmaking

. Pressure groups/stakeholders influence decision making on biological issues

. The use of scientific knowledge may have beneficial and/or harmful and/or unintendedconsequences

. Current issues demonstrate the complexity and tensions (ethical, political, cultural, social,economic, scientific) surrounding decision making on biological issues.

BiologyTQA Level 3

The chemical basis of life (Criterion 5)

Cells carry out a variety of functions which require nutrients to be able to manufacture material for growth,maintenance and repair. Respiration and photosynthesis are essential for the production of energy ofanimals and plants. Cells require inputs of suitable forms of energy, including light energy or chemicalenergy in complex molecules, and matter, including gases, simple nutrients, ions, and removal of wastes,to survive. The activities of cells require a variety of biological molecules for metabolic activities. Enzymesare a catalyst that assist in many reactions.

Structure reflects function

Enzymes have specific structure and functions which can be affected by various factors.

. Structure and function of enzymesRole and characteristics of enzymes

. Factors affecting rate of enzyme actiono temperatureo pHo concentration of substrate

o concentration of enzyme. Mechanism of enzyme action (related to protein structure)

o induced fito inhibitors.

Materials input / output

Organisms need raw materials in the form organic and inorganic nutrients. All organisms needcarbohydrates, proteins, lipids and nucleic acids.

. Basic properties and functions of biological compounds

. Differences between organic and inorganic compounds

. Carbohydrates: monosaccharides, disaccharides and polysaccharides

. Lipids: triglycerides only

. Proteins: polymers of amino acids

. Vitamins

. Minerals and water

(Details of chemical structure not required).

Energy input / output

Energy is used by all cells to carry out "work". All activities of organisms are the result of their metabolism.Energy is used to build new molecules and break up old molecules and as a result all activities of cellsuse chemical energy.

. Capture release and transfer of energy

. Photosynthesis is a biochemical process that occurs in the chloroplasts of plant cells using lightenergy to synthesise organic compounds; the overall process can be represented by a balancedchemical reaction:

o initial reactants and final products (individual biochemical reactions not required)o factors affecting the rate of photosynthesis including: temperature, concentration of

carbon dioxide, light intensity and light quality. Cellular respiration is a biochemical process that occurs in different locations in the cytosol and

mitochondria and metabolises organic compounds, aerobically or anaerobically, to releaseuseable energy in the form of ATP; the overall process can be represented as a balancedchemical equation

o initial reactants and final products including energy release for aerobic respiration andanaerobic respiration

o anaerobic respiration in bacteria, yeast and plants (producing alcohol)o anaerobic respiration in animals (producing lactic acid)o sites of anaerobic and aerobic respirationo ATP as energy currencyo carbohyd rates and lipids as energy storage molecules(Individual biochemical reactions not required).

BiologyTQA Level 3


All living organisms contain the genetic material deoxyribonucleic add (DNA).. The structure and role of DNA

. Structure and replication of DNA (details of enzymes not required)

. Protein synthesis: a basic understanding of transcription and translation (details of enzymesinvolved not required)Gene (or point) mutations as the source of genetic variation.

Cells (Criterion 6)

Cells are the basic functional unit of all living organisms, their structure varies according to their function.They contain DNA which is a helical double-stranded molecule that occurs bound to proteins inchromosomes in the nucleus, and as unbound circular DNA in the cytosol of prokaryotes and in themitochondria and chloroplasts of eukaryotic cells.

Structure reflects function

Structure reflects function in cells and cell organelles. Differences between plant and animal cells. In eukaryotic cells, specialised organelles facilitate biochemical processes of photosynthesis,

cellular respiration, the synthesis of complex molecules, and the removal of cellular products andwastes

. Identification and function of organelleso nucleus, nucleolus, nuclear membraneo mitochondrion

o chtoroplasto Golgi apparatuso ribosome

o endoplasmic reticulum (rough and smooth)o vacuole, lysosome, vesicleo centrioles

o cell membrane, cell wall, including the fluid mosaic modelo contractile vacuole

o cilium, flagellum. Differences between prokaryotic and eukaryotic cells. Prokaryotic and eukaryotic cells have many

features in common, which is a reflection of their common evolutionary past, but prokaryotes lackinternal membrane bound organelles, do not have a nucleus, are significantly smaller thaneukaryotes, usually existing as single cells

. Characteristics and differences of viruses, prions and plasmids

. Cell differentiation of plant and animal cell specialisation

. Organisation of cells into tissues, organs and organ systems

. Use of light and electron microscopes for studying cells, including estimation of cell size.

Materials Input / output

Movement of materials across membranes occurs via diffusion, osmosis, active transport and/orendocytosis.

. Cells need materials and remove waste

Passive processes: diffusion, facilitated diffusion and osmosis. Active processes: active transport, exocytosis and endocytosis

Significance of surface area to volume ratio.

Maintaining equilibrium

. Maintaining equilibrium in cells

. Substances are kept in balance in cells - salts, water

. The mechanism of the contractile vacuole as an example of maintaining equilibrium in somesingle-celled organisms.

BiologyTQA Level 3


Cell division

Significance of mitosis and meiosis in asexual and sexual reproduction as a source of geneticvariation (details of processes not required).

Organisms (Criterion 7)Structure reflects function and materials input / output

. Structure reflect function in organisms - examples to be studied in the context of input,breakdown, transfer and output of material in selected organisms.

. The principles involved in the following processes in vertebrates and plants (dicots only), withreference to the relationship between structure and function.

o Digestion and absorptionthe need for digestion in herbivores, carnivores and omnivoresphysical and chemical digestion (including a variety of diets)

o Gas exchangecharacteristics of efficient gas exchange (surfaces in animals and plants)

o Transportblood as a transport mediumthe heart as a pump (not including foetal circulation)arteries, veins and capillary structurestransport of water and food in plants (dicots only)transpiration (including mechanisms) and translocation (not the mechanism)

o Excretion

nitrogenous wastes as products produced in the liver from excess aminoacids (ammonia, urea and uric acid)ultrafiltration and reabsorption in the kidney

. Advantages and demands of multi-cellularity

. The significance of surface area to volume ratio.

Managing challenges

Ada tations

. Adaptations of plants and animals (including structural, physiological and behavioural) toenvironmental variations in

o temperatureo water availability (osmoregulation).

Maintaining equilibrium

Homeostasis involvesa stimulus-response model in which change in external or internal environmentalconditions is detected and appropriate responses occur via negative feedback; in vertebrates, receptorsand effectors are linked via a control centre by nervous and/or hormonal pathways.

Basic feedback mechanisms in vertebrates (homeostasis). The concept of negative feedback mechanisms in the regulation of

o temperatureo blood glucoseo water balance.

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BiologyTQA Level 3

Continuity of organisms and survival of changes (Criterion 8)DNA: the code of life

. Asexual and sexual reproduction: genetics

. Significances of sexual and asexual reproduction

. Variations in the genotype of offspring arise as a result of the processes of meiosis andfertilisation, as well as a result of mutations. Monohybrid crosses, including incompletedominance and co-dominance, multiple alleles (only forABO bloods)

. Frequencies of genotypes and phenotypes of offspring can be predicted using probability models,including Punnett squares, and by taking into consideration patterns of inheritance, including theeffects of dominant, autosomal and sex-linked alleles and multiple alleles, and polygenicinheritance (only forABO bloods)

. Sex linkagePedigrees.

Natural Selection

. The species concept and the binomial system of nomenclature

. Speciation including isolating mechanisms

. Darwin's theory of evolution by natural selection

. The concepts of a gene pool, genetic drift, gene flow and changes in gene allelic frequency

Managing challenges

Or anisms that cause disease

. Difference between infectious and non-infectious diseases: Infectious disease differs from otherdisease (for example, genetic and lifestyle diseases) in that it is caused by invasion by apathogen and can be transmitted from one host to another

. Conditions under which an organism is described as a pathogen

. Difference between the following pathogens; prions, viruses, bacteria, fungi, protists andparasites

. Transmission of diseases: Pathogens have adaptations that facilitate their entry into cells andtissues and their transmission between hosts; transmission occurs by various mechanismsincluding through direct contact, contact with body fluids, and via contaminated food, water ordisease-specific vectors.

Lines of defence inside the bod

ImmunityImmunity is the human body's ability to resist almost all types of organisms and toxins that tend todamage the tissues or organs.

Non-specific immune responses. Defence barriers to prevent entry of pathogens to humans

o Skino Mucous membraneso Ciliao Chemical barrierso Other body secretions

. Body's defence mechanisms: When a pathogen enters a host, it causes physical or chemicalchanges (for example, the introduction of foreign chemicals via the surface of the pathogen, orthe production of toxins) in the cells or tissues; these changes stimulate the host immuneresponses

o 1st line of defence - barriers, inflammation and scavenger white blood cellso 2 line of defence - lymphatic systemo 3 line of defence - spleen, bone marrow.

Specific immune responsesIn humans, adaptive responses to specific antigens include the production of humoral immunity throughthe production of antibodies by B lymphocytes, and the provision of cell-mediated immunity by Tlymphocytes; in both cases memory cells are produced that confirm long-term immunity to the specificantigen.

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BiologyTQA Level 3

. Production of antibodiesCell mediated responses

o Activated phagocyteso Graft rejectiono Tumour immunity

. Immune memory

. Immunisation.

Passive or active immunityIn humans, immunity may be passive (for example, antibodies gained via the placenta or via antibody or Tlymphocyte serum injection) or active (for example, acquired through actions of the immune system as aresult of natural exposure to a pathogen or through the use of vaccines).

. Difference between passive and active immunity.

ASSESSMENT

^

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learnerachievement at an appropriate end-point of study. Although assessment - as part of the learning program- is continuous, much of it is formative, and is done to help learner identify what they need to do to attainthe maximum benefit from their study of the course. Therefore, assessment for summative reporting to theTasmanian Qualifications Authority should focus on what both teacher and learner understand to reflectend-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating 'A', 'B', or 'C',according to the outcomes specified in the standards section of the course.

A 't' notation must be used where a learner demonstrates any achievement against a criterion less thanthe standard specified for the 'C' rating.

A 'z' notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by the TasmanianQualifications Authority to ensure provider validity and comparability of standards across all awards.Further information on quality assurance processes, as well as on assessment, is available in the TQASenior Secondary Handbook or on the website at htt ://www. t a. tas. ov. au.

Internal assessment of all criteria will be made by the provider. Providers will report the learner's rating foreach criterion to the Tasmanian Qualifications Authority.

The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria (*).The ratings obtained from the external assessment^ will be used in addition to those provided from theprovider to determine the final award.

QUALITY ASSURANCE PROCESSES

The following processes will be facilitated by the TQA to ensure there is:

. a match between the standards of achievement specified in the course and the skills andknowledge demonstrated by learners

. community confidence in the integrity and meaning of the qualifications.TA'&c.

Process - the ̂ utflSrity gives course providers feedback about any systematic differences in therelationship of fReir internal and external assessments and, where appropriate, seeks further evidencethrough audit and requires corrective action in the future.

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BiologyTQA Level 3

EXTERNAL ASSESSMENT REQUIREMENTS

The external assessment for this course will comprise:

* a 3 hour written examination assessing criteria: 2, 5, 6, 7 and 8.

For further information see the current external assessment specifications andguidelines for this course available on the tqa website.

CRITERIA

The assessment for Biology, TQA level 3, will be based on the degree to which the learner can:

1. apply personal skills to plan, organise and complete activities

2. *develop, interpret and evaluate biological experiments

3. collect, record, process and communicate information

4. discuss the application and impact of biology in society

5. *describe and apply concepts and processes of the chemical basis of life

6. *describe and apply concepts and processes involving cells

7. *describe and apply concepts and processes within organisms

8. *describe and apply concepts and processes related to continuity of organisms and survival ofchanges.

' = externally assessed criteria

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BiologyTQA Level 3

STANDARDS

CRITERION 1 APPLY PERSONAL SKILLS TO PLAN, ORGANISE AND COMPLETE ACTIVITIES

Rating 'C'

The learner:

Rating 'B'

The learner:

Rating 'A'

The learner-

uses familiar techniques andequipment safely andcompetently

selects and uses techniquesand equipment safely,competently and methodically

selects and uses techniquesand equipment safely,competently andmethodically, applying themto unfamiliar contexts

follows instructions accuratelyto complete activities

follows instructions accuratelyand methodically to completeactivities

follows instructionsaccurately and methodically,adapting to newcircumstances

monitors progress towardsmeeting goals and timelinesand plans/negotiates futureactions

monitors and evaluatesprogress towards meetinggoals and timelines, andplans/negotiates realisticfuture actions

monitors and criticallyevaluates progress towardsmeeting goals and timelines,and plans realistic futureactions

meets planned timelines andaddresses most aspects ofthe activity

meets planned timelines andaddresses all aspects of theactivity

meets planned timelines andaddresses all aspects of theactivity with a high degree ofaccuracy

performs tasks to contribute tosuccessful completion ofgroup activities.

performs tasks and monitorsown contribution to successfulcompletion of group activities.

performs and monitors owncontribution, and guidesothers in their contribution tosuccessful completion ofgroup activities.

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BiologyTQA Level 3

CRITERION 2 DEVELOP, INTERPRET AND EVALUATE BIOLOGICAL EXPERIMENTS

Rating 'C'

Related to experiments inBiology, the learner:

. expresses a hypothesis toexplain observations,meeting most of the criteriaof a testable hypothesis

Rating 'B'


expresses a hypothesis toexplain observations, as aprecise and testablestatement

Rating 'A'


. expresses a hypothesis toexplain observations, as aprecise and testablestatement that can besupported or refuted by anexperiment

designs a controlledexperiment, identifying themain variables andconsidering safety andethics, to collect valid data

based on data, providessome explanation and drawsa conclusion that relates to ahypothesis that has somevalidity

designs a controlled, safeand ethical experiment,identifying the mainvariables, to collect valid,reliable data

analyses, interprets andexplains data to draw a validconclusion that relates tohypothesis

designs a controlled, safeand ethical experiment,identifying all variables andincluding all acceptedelements of experimentaldesign, to efficiently collectvalid, reliable data

critically analyses, interpretsand explains data to draw avalid conclusion that relatesto a hypothesis

identifies some limitationsand sources of error inexperimental design

identifies significantlimitations and sources oferror in experimental design

discusses significantlimitations and sources oferror in experimental design,with reference to evidence

identifies a validimprovement in anexperimental design.

evaluates an experimentaldesign and describes anumber of possible validimprovements.

critically analyses anexperimental design andprovides an evidence-basedcritique and discussion onvalid improvements andalternatives.

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BiologyTQA Level 3

CRITERION 3 COLLECT, RECORD, PROCESS AND COMMUNICATE INFORMATION

Rating 'C'

The learner:

. uses differing relevantsources to collect information

collects and records relevantqualitative and quantitativeexperimental data, with somedegree of accuracy

follows accepted conventionsand terminology to achieveclarity in written responses

Rating 'B'

The learner:

. uses a variety of relevantsources to collectinformation and evaluatestheir reliability

collects relevant andaccurate qualitative andquantitative experimentaldata and records it in aformat that allows analysis

accurately follows acceptedconventions and terminologyin written responses

Rating 'A'

The learner:

. uses a variety of relevantsources to collect informationand critically evaluates theirreliability

. collects a wide range ofrelevant and accuratequalitative and quantitativeexperimental data, andrecords it methodically in aformat that allows analysis

. accurately follows acceptedcomplex conventions andterminology in writtenresponses

differentiates the information,images, ideas and words ofothers from the learner's own

clearly identifies theinformation, images, ideasand words of others used inthe learner's work

clearly identifies theinformation, images, ideasand words of others used inthe learner's work

identifies the sources ofinformation, images, ideasand words that are not thelearner's own. Referencingconventions andmethodologies are generallyfollowed correctly

clearly identifies sources ofthe information, images,ideas and words that are notthe learner's own.Referencing conventionsand methodologies arefollowed correctly

clearly identifies sources ofthe information, images,ideas and words that are notthe learner's own.Referencing conventions andmethodologies are followedwith a high degree ofaccuracy

creates appropriatereference lists/bibliographies

creates appropriate,structured reference lists/bibliographies

creates appropriate, well-structured reference lists/bibliographies

uses an appropriate scientificformat for communication ofinformation.

uses an appropriate scientificformat for clear and accuratecommunication of informationfor specific audiences andpurposes.

selects and uses appropriatescientific formats for effectiveand accurate communicationof information for specificaudiences and purposes.

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BiologyTQA Level 3

CRITERION 4 DISCUSS THE APPLICATION AND IMPACT OF BIOLOGY IN SOCIETY

Rating 'C'

Related to the study of biology,the learner:

. identifies relevant sciencebackground to an issue

Rating 'B' Rating 'A'

Related to the study of biology, the Related to the study oflearner: biology, the learner:

describes relevant sciencebackground to an issue

explains relevance ofidentified sciencebackground to an issue

identifies key componentsof an issue and presents adiscussion

evaluates aspects anddescribes components of anissue to present a balanceddiscussion

evaluates aspects andexplains significantcomponents of an issueto present a detailed andbalanced discussion withreference to evidence

outlines connectionsbetween an issue and someof the relevant influences(ethical, political, cultural,social, economic, scientific)in more than one context

describes benefits of theuse of scientific knowledge,and any harmful orunintended consequences

discusses the connectionsbehfveen an issue and most ofthe relevant influences(ethical, political, cultural,social, economic, scientific) ina range of contexts

discusses benefits of the useof scientific knowledge, andany harmful or unintendedconsequences

critically evaluates thetensions and connectionsbetween all significantrelevant influences(ethical, political, cultural,social, economic,scientific) in a range ofcontexts

analyses and evaluatesto present a complexargument related tobenefits of the use ofscientific knowledge, andany harmful orunintendedconsequences

presents a reasonedconclusion, using somerelevant evidence.

argues a reasonedconclusion, linking it torelevant evidence.

argues a reasonedconclusion, linking it torelevant evidence, andassesses the relativeimpact of influences ontheir decision making.

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BiologyTQA Level 3

CRITERION 5 DESCRIBE AND APPLY CONCEPTS AND PROCESSES OF THE CHEMICAL BASIS OF LIFE

Rating 'C'

Related to the study of thechemical basis of life, the learner:

. correctly identifiesfundamental concepts andprocesses

Rating 'B'


. correctly describes conceptsand processes

Rating 'A'


. correctly explains conceptsand processes

applies fundamentalconcepts and processes todescribe the chemical basisof life, interprets problems,and makes plausiblepredictions in familiarcontexts

applies concepts andprocesses to explain thechemical basis of life,analyse and interpretsproblems, and makesplausible predictions infamiliar and some unfamiliarcontexts

applies concepts andprocesses to explain thechemical basis oflife,analyses and interpretscomplex problems, andmake? reasoned, plausiblepredictions in familiar andunfamiliar contexts

uses data to demonstratelinks to fundamentalconcepts, and presentssimple valid conclusionsbased on data.

selects appropriate dataevidence, analyses andinterprets evidence withreference to concepts, anddraws valid conclusions

based on data.

justifies the selection of dataas evidence, criticallyanalyses and interpretsevidence with reference toconcepts, and drawsevidence-based conclusionsthat identify any limitations.

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BiologyTQA Level 3

CRITERION 6 DESCRIBE AND APPLY CONCEPTS AND PROCESSES INVOLVING CELLS

Rating 'C'

Related to the study of cells, thelearner:


Rating 'B'



Rating 'A'



applies fundamentalconcepts and processes todescribe cells, interpretsproblems, and makesplausible predictions infamiliar contexts

applies concepts andprocesses to explain cells,analyses and interpretsproblems, and makesplausible predictions infamiliar and some unfamiliarcontexts

applies concepts andprocesses to explain cells,analyses and interpretscomplex problems, andmakes reasoned, plausiblepredictions in familiar andunfamiliar contexts


selects appropriate data asevidence, analyses andinterprets evidence withreference to concepts, anddraws valid conclusionsbased on data.


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BiologyTQA Level 3

CRITERION 7 DESCRIBE AND APPLY CONCEPTS AND PROCESSES WITHIN ORGANISMS

Rating 'C'

Related to the study oforganisms, the learner:


Rating 'B'



Rating 'A'



applies fundamentalconcepts to describeorganisms, interpretsproblems, and makesplausible predictions infamiliar contexts

applies concepts andprocesses to explainorganisms, analyse andinterprets problems, andmakes plausible predictionsin familiar and someunfamiliar contexts

applies concepts andprocesses to explainorganisms, analyses andinterprets comptex problems,and makes reasoned,plausible predictions infamil'tar and unfamiliarcontexts


selects appropriate dataevidence, analyses andinterprets evidence withreference to concepts, anddraws valid conclusionsbased on date.


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BiologyTQA Level 3

CRITERION 8 DESCRIBE AND APPLY CONCEPTS AND PROCESSES RELATED TO CONTINUITY OF ORGANISMS ANDSURVIVAL OF CHANGES

Rating 'C'

Related to the study of continuityof organisms and survival ofchanges, the learner:

Rating 'B'


Rating 'A'


correctly identifiesfundamental concepts andprocesses

correctly describes conceptsand processes

correctly explains conceptsand processes

applies fundamentalconcepts and processes todescribe continuity oforganisms and survival ofchanges, interpretsproblems, and makesplausible predictions infamiliar contexts

applies concepts andprocesses to explain,continuity of organisms andsurvival of changes, analyseand interpret problems, andmakes plausible predictionsin familiar and someunfamiliar contexts

applies concepts andprocesses to explain,continuity of organisms andsurvival of changes, analysesand interpret complexproblems, and makesreasoned, plausiblepredictions in familiar andunfamiliar contexts


selects appropriate data asevidence;analyses andinterprets evidence withreference to concepts, anddraws valid conclusionsbased on data.


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BiologyTQA Level 3

QUALIFICATIONS AVAILABLE

Biology, TQA level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

AWARD REQUIREMENTS

The final award will be determined by the Tasmanian Qualifications Authority from the 13 rating (8 ratingsfrom the internal assessment and 5 ratings from the external assessment).

The minimum requirements for an award in Biology, TQA level 3, are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)11 'A' ratings, 2 'B' ratings (4 'A' ratings, 1 'B' rating from external assessment)

HIGH ACHIEVEMENT (HA)5 'A' ratings, 5 'B' ratings, 3 'C' ratings (2 'A' ratings, 2 'B' ratings, 1 'C' rating from externalassessment)

COMMENDABLE ACHIEVEMENT (CA)7 'B' ratings, 5 'C' ratings (2 'B' ratings, 2 'C' ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)11 'C' ratings (3 'C' ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)6 'C' ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (SatisfactoryAchievement) award but who fails to show any evidence of achievement in one or more criteria ('z'notation) will be issued with a PA (Preliminary Achievement) award.

COURSE EVALUATION

Courses are accredited for a specific period of time (up to five years) and they are evaluated in the yearprior to the expiry of accreditation.

As well, anyone may request a review of a particular aspect of an accredited course throughout the periodof accreditation. Such requests for amendment will be considered in terms of the likely improvements tothe outcomes for learners and the possible consequences for delivery of the course.

The TQA can evaluate the need and appropriateness of an accredited course at any point throughout theperiod of accreditation.

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BiologyTQA Level 3

EXPECTATIONS DEFINED BY NATIONAL STANDARDS IN CONTENT STATEMENTSDEVELOPED BY ACARA

The statements in this section, taken from Australian Curriculum: Biology endorsed by EducationMinisters as the agreed and common base for course development, are to be used to define expectationsfor the meaning (nature, scope and level of demand) of relevant aspects of the sections in this documentsetting out course requirements, learning outcomes, the course content and standards in the assessment.

Science Inquiry Skills (Unit 3 and 4)

. Identify, research and construct questions for investigation; propose hypotheses; and predictpossible outcomes (ACSBL061)

. Design investigations, including the procedure/s to be followed, the materials required, and thetype and amount of primary and/or secondary data to be collected; conduct risk assessments;and consider research ethics, including animal ethics (ACSBL062)

. Conduct investigations (...... ) safely, competently and methodically for the collection of valid andreliable data (ACSBL063)

. Represent data in meaningful and useful ways; organise and analyse data to identify trends,patterns and relationships; qualitatively describe sources of measurement error, and uncertaintyand limitations in data; and select, synthesise and use evidence to make and justify conclusions(ACSBL064)

. Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions byconsidering the quality of available evidence; and use reasoning to construct scientific(ACSBL065)

. Select, construct and use appropriate representations (......... ) to communicate conceptualunderstanding, solve problems and make predictions (ACSBL066)

. Communicate to specific audiences and for specific purposes using appropriate language,nomenclature, genres and modes, including scientific reports. (ACSBL067)

Science as a Human Endeavour (Units 1 and 2)

. The use of scientific knowledge may have beneficial and/or harmful and/or unintendedconsequences (ACSBL012)

. Scientific knowledge can enable scientists to offer reliable explanations and make reliablepredictions. (ACSBL042)

Science as a Human Endeavour (Units 3 and 4)

. ICT and other technologies have dramatically increased the size, accuracy and geographic andtemporal scope of data sets with which scientists work (ACSBL068)

. Models and theories are contested and refined or replaced when new evidence challenges them,or when a new model or theory has greater explanatory power (ACSBL069)

. The acceptance of scientific knowledge can be influenced by the social, economic and culturalcontext in which it is considered (ACSBL070)

. People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk(ACSBL071)

Science can be limited in its ability to provide definitive answers to public debate; there may beinsufficient reliable data available, or interpretation of the data may be open to question(ACSBL072)

. Scientific knowledge can be used to develop and evaluate projected economic, social andenvironmental impacts and to design action for sustainability. (ACSBL074)

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BiologyTQA Level 3

Science Understanding (Unit 1)Describing Biodiversity

. Most common definitions of species rely on (...... ) the ability to interbreed to produce fertileoffspring in natural conditions - but, in all cases, exceptions are found. (ACSBL018)

Science Understanding (Unit 2)Cells as the Basis of Life

. Cells require inputs of suitable forms of energy, including light energy or chemical energy incomplex molecules, and matter, including gases, simple nutrients, ions, and removal of wastes, tosurvive (ACSBL044)

. The cell membrane separates the cell from its surroundings and controls the exchange ofmaterials, including gases, nutrients and wastes, between the cell and its environment(ACSBL045)

. Movement of materials across membranes occurs via diffusion, osmosis, active transport and/orendocytosis (ACSBL046)

. Factors that affect exchange of materials across membranes include the sdrface-area-to-volumeratio of the cell, concentration gradients, and the physical and chemical nature of the materialsbeing exchanged (ACSBL047)

. Prokaryotic and eukaryotic cells have many features in common, which is a reflection of theircommon evolutionary past, but prokaryotes lack internal membrane bound organelles, do nothave a nucleus, are significantly smaller than eukaryotes, usually have a single circularchromosome, and exist as single cells (ACSBL048)

. In eukaryotic cells, specialised organelles facilitate biochemical processes of photosynthesis,cellular respiration, the synthesis of complex molecules (including carbohydrates, proteins, lipidsand other biomacromolecules), and the removal of cellular products and wastes (ACSBL049)

. Biochemical processes in the cell are controlled by the nature and arrangement of internalmembranes, the presence of specific enzymes, and environmental factors (ACSBL050)

. Enzymes have specific functions, which can be affected by factors including temperature, pH, thepresence of inhibitors, and the concentrations of reactants and products (ACSBL051)

. Photosynthesis is a biochemical process that in plant cells occurs in the chloroplast and that useslight energy to synthesise organic compounds; the overall process can be represented as abalanced chemical equation (ACSBL052)

. Cellular respiration is a biochemical process that occurs in different locations in the cytosol andmitochondria and metabolises organic compounds, aerobically or anaerobically, to releaseuseable energy in the form ofATP; the overall process can be represented as an (.... ) equation.(ACSBL053)

Multicellular Organisms

. Multicellular organisms have a hierarchical structural organisation of cells, tissues, organs andsystems (ACSBL054)

. The specialised structure and function of tissues, organs and systems can be related to celldifferentiation and cell specialisation (ACSBL055)

. In animals, the exchange of gases between the internal and external environments of theorganism is facilitated by the structure and function of the respiratory system at cell and tissuelevels (ACSBL056)

. In animals, the exchange of nutrients and wastes between the internal and external environmentsof the organism is facilitated by the structure and function of the cells and tissues of the digestivesystem (for example, villi structure and function), and the excretory system (for example, nephronstructure and function) (ACSBL057)

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BiologyTQA Level 3

. In animals, the transport of materials within the internal environment for exchange with cells isfacilitated by the structure and function of the circulatory system at cell and tissue levels (forexample, the structure and function of capillaries) (ACSBL058)

. In plants, gases are exchanged via stomata and the plant surface; their movement within theplant by diffusion does not involve the plant transport system (ACSBL059)

. In plants, transport of water and mineral nutrients from the roots occurs via xylem involving rootpressure, transpiration and (cohesion) of water molecules; transport of the products ofphotosynthesis and some mineral nutrients occurs by translocation in the phloem. (ACSBL060)

Science Understanding (Unit 3)DNA, Genes and the Continuity of Life

. Continuity of life requires the replication of genetic material and its transfer to the next generationthrough processes including binary fission, mitosis, meiosis and fertilisation (ACSBL075)

. DNA is a helical double-stranded molecule that occurs bound to proteins in chromosomes in thenucleus, and (...... ) in the cytosol of prokaryotes (...... ) (ACSBL076)

. The structural properties of the DNA molecule, including nucleotide composition and pairing andthe weak bonds between strands of DNA, allow for replication (ACSBL077)

. (...... ) many genes contain information for protein production (ACSBL078)

. Protein synthesis involves transcription of a gene into messenger RNA in the nucleus, andtranslation into an amino acid sequence at the ribosome (ACSBL079)

. Proteins, including enzymes, are essential to cell structure and functioning (ACSBL080)

. Variations in the genotype of offspring arise as a result of the processes of meiosis andfertilisation, as well as a result of mutations (ACSBL084)

. Frequencies of genotypes and phenotypes of offspring can be predicted using probability models,including Punnett squares, and by taking into consideration patterns of inheritance, including theeffects of dominant, autosomal and sex-linked alleles (....... ). (ACSBL085)

Continuity of Life on Earth

. Natural selection occurs when sejection pressures in the environment confer a selectiveadvantage on a specific phenotype to enhance its survival and reproduction; (....... ) (ACSBL090)

. In additional to environmental selection pressures, mutation, gene flow and genetic drift cancontribute to changes in allele frequency in a population gene pool and results in micro-evolutionary change (ACSBL091)

. Mutation is the ultimate source of genetic variation as it introduces new alleles into a population(ACSBL092)

. Differing selection pressures between geographically isolated populations may lead to (....)speciation (ACSBL094)

. Populations with reduced genetic diversity face increased risk of extinction. (ACSBL095)

Science Understanding (Unit 4)Homeostasis

. Homeostasis involves a stimulus-response model in which change in external or internalenvironmental conditions is detected and appropriate responses occur via negative feedback; invertebrates, receptors and effectors are linked via a control centre by (...... ) hormonal pathways(ACSBL110)

. Changes in an organism's metabolic activity, in addition to structural features and changes inphysiological processes and behaviour, enable the organism to maintain its internal environmentwithin tolerance limits (ACSBL111)

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BiologyTQA Level 3

Hormones alter the metabolism of target cells, tissues or organs by increasing or decreasing theiractivity; in animals, most hormones are produced in endocrine glands (...... ) and travel via thecirculatory (...... ) to the target cells, tissues or organs (ACSBL113)

Endothermic animals have varying thermoregulatory mechanisms that involve structural features,behavioural responses and physiological and homeostatic mechanisms to control heat exchangeand metabolic activity (ACSBL114)

Animals, whether osmoregulators (.... ), and plants, have various mechanisms to maintain waterbalance that involve structural features, and behavioural, physiological and homeostaticresponses. (ACSBL115)

Infectious disease

Infectious disease differs from other disease (for example, genetic and lifestyle diseases) in that itis caused by invasion by a pathogen and can be transmitted from one host to another(ACSBL116)

Pathogens include prions, viruses, bacteria, fungi, protists and parasites (ACSBL117)

Pathogens have adaptations that facilitate their entry into cells and tissues and their transmissionbetween hosts; transmission occurs by various mechanisms including through direct contact,contact with body fluids, and via contaminated food, water or disease-specific vectors(ACSBL118)

When a pathogen enters a host, it causes physical or chemical changes (for example, theintroduction of foreign chemicals via the surface of the pathogen, or the production of toxins) inthe cells or tissues; these changes stimulate the host immune responses (ACSBL119)

All plants and animals have innate (general) immune responses to the presence of pathogens;vertebrates also have adaptive immune responses (ACSBL120)

Y

Innate responses in animals target pathogens, including through the inflammation response,which involves the actions of phagocytes, defensins and the complement system (ACSBL121)

In vertebrates, adaptive responses to specific antigens include the production of humoralimmunity through the production of antibodies by B lymphocytes, and the provision ofcell-mediated immunity by T lymphocytes; in both cases memory cells are produced that confirm long-term immunity to the specific antigen. (ACSBL122)

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BiologyTQA Level 3

GLOSSARY

AccuracyThe extent to which a measurement result represents the quantity it purports to measure; an accuratemeasurement result includes an estimate of the true value and an estimate of the uncertainty.

AnalyseTo examine, scrutinise, explore, review, consider in detail for the purpose of finding meaning orrelationships, and identifying patterns, similarities and differences.

Animal ethics

Animal ethics involves consideration of respectful, fair and just treatment of animals. The use of ammalsin science involves consideration of replacement (substitution of insentient materials for conscious livinganimals), reduction (using only the minimum number of animals to satisfy research statisticalrequirements) and refinement (decrease in the incidence or severity of 'inhumane' procedures applied tothose animals that still have to be used).

ApplyUse, utilise or employ in a particular situation.

AssessDetermine the value, significance or extent of (something).

BiotechnologyThe application of science and technology to living organisms, as well as parts, products and modelsthereof, to alter living or non-living materials for human purposes.

CommunicatesConveys knowledge and/or understandings to others.

ComplexConsisting of multiple interconnected parts or factors.

Critically analyseExamine the component parts of an issue or information, for example identifying the premise of anargument and its plausibility, illogical reasoning or faulty conclusions.

Critically evaluateEvaluation of an issue or information that includes considering important factors and available evidence inmaking critical judgement ttiat can be justified.

DataThe plural of datym; the measurement of an attribute, for example, the volume of gas or the type ofrubber. This does not necessarily mean a single measurement: it may be the result of averaging severalrepeated measurements. Data may be quantitative or qualitative and be from primary or secondarysources.

DemonstrateGive a practical exhibition as an explanation.

DescribeGive an account of characteristics or features.

Design (verb)Plan and evaluate the construction of a product or process.

DiscussTalk or write about a topic, taking into account different issues and ideas.

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BiologyTQA Level 3

Evaluate

Provide a detailed examination and substantiated judgement concerning the merit, significance or value ofsomething.

Evidence

In science evidence is data that is considered reliable and valid and which can be used to support aparticular idea, conclusion or decision. Evidence gives weight or value to data by considering itscredibility, acceptance, bias, status, appropriateness and reasonableness.

ExplainProvide additional information that demonstrates understanding of reasoning and/or application.

Familiar

Previously encountered in prior learning activities.

Genre

The categories into which texts are grouped; genre distinguishes texts on the basis of their subject matter,form and structure (for example, scientific reports, field guides, explanations, procedures, biographies,media articles, persuasive texts, narratives).

HypothesisA tentative explanation for an observed phenomenon, expressed as a precise and unambiguousstatement that can be supported or refuted by experiment.

IdentifyEstablish or indicate who or what someone or something is.

InvestigationA scientific process of answering a question, exploring an idea or solving a problem that requires activitiessuch as planning a course of action, collecting data, interpreting data, reaching a conclusion andcommunicating these activities. Investigations can include observation, research, field work, laboratoryexperimentation and manipulation of simulations.

JustifyShow how an argument or conclusion is right or reasonable.

Measurement error

The difference between the measurer nt result and a currently accepted or standard value of a quantity

Media texts

Spoken, print, graphic or el ctronic communications with a public audience. Media texts can be found innewspapers, magazines and on television, film, radio, computer software and the internet.

Mode

The various processes of communication - listening, speaking, reading/viewing and writing/creating.

ModelA representation that describes, simplifies, clarifies or provides an explanation of the workings, structureor relationships within an object, system or idea.

Primary dataData collected directly by a person or group.

Reasoned

Reasoned argument/conclusion: one that is sound, well-grounded, considered and thought out.

ReliabilityThe degree to which an assessment instrument or protocol consistently and repeatedly measures anattribute achieving similar results for the same population.

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BiologyTQA Level 3

Reliable data

Data that has been judged to have a high level of reliability; reliability is the degree to which anassessment instrument or protocol consistently and repeatedly measures an attribute achieving similarresults for the same population.

RepresentationA verbal, visual, physical or mathematical demonstration of understanding of a science concept orconcepts. A concept can be represented in a range of ways and using multiple modes.

Research

To locate, gather, record, attribute and analyse information in order to develop understanding.

Risk assessment

Evaluations performed to identify, assess and control hazards in a systematic way that is consistent,relevant and applicable to all school activities. Requirements for risk assessments related to particularactivities will be determined by jurisdictions, schools or teachers as appropriate.

Secondary dataData collected by a person or group other than the person or group using the data.

SelectChoose in preference to another or others.

SolveWork out a correct solution to a problem.

SynthesiseCombine elements (information/ideas/components) into a coherent whole.

SystemA group of interacting objects, materials or processes that form an integrated whole. Systems can beopen or closed.

TheoryA set of concepts, claims and/or laws that can be used to explain and predict a wide range of relatedobserved or observable phenomena. Theories are typically founded on clearly identified assumptions, aretestable, produce reproducible results and have explanatory power.

UncertaintyRange of values for a measurement result, taking account of the likely values that could be attributed tothe measurement result given the measurement equipment, procedure and environment.

UnderstandPerceive what is meant, grasp an idea, and to be thoroughly familiar with.

UnfamiliarNot previously encountered in prior learning activities.

ValidityThe extent to which tests measure what was intended; the extent to which data, inferences and actionsproduced from tests and other processes are accurate.

ACCREDITATION

The accreditation period for this course is from xxxxxx.

VERSION HISTORY

Version 1 - Accredited on xxxxxx. This course replaces Biology (BI0315114) that expired on 31December 2015.

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