Stage 1 Biology

Assessment Type1: Investigations Folio

Reproduction – Effects of Insecticides on Germination

Purpose

This assessment provides opportunities for you to demonstrate your ability to:

  • work collaboratively to conduct a well planned biological investigation in which you manipulate apparatus, obtain, record and display data, and make appropriate observations
  • display the findings appropriately and effectively
  • systematically analyse the data and observations from the investigation and form relevant conclusions.

Description of assessment

This is a ‘design’ type practical in which you formulate a hypothesis and design a procedure that allows you to collect data which you can analyse.

You must also consider safety hazards and whether the results of your investigation may possibly have an impact on human activity.

Introduction

Recent research has shown that there are many causes of reduced fertility in humans.

Some of these causes include tight clothing, being overweight, aspects of lifestyle and components of diet.

It has also been shown that there are many chemicals in the environment which are implicated in reduced fertility in humans and also in abnormal embryonic development.These chemicals may include solvents, cleaning agents, plastic fumes etc.

While it is not possible to experiment on human reproduction, the effects of certain chemicals can be tested on plant embryonic development by using seeds.

In this task, you will work collaboratively to design and undertake an investigation to test the effect of one chemical, an insecticide, on the germination of seeds.The seeds which may be tested are - wheat, radish, lettuce or bean.

At the conclusion of this investigation, an individual report and application will be prepared.

Part ADesign of Investigation

  1. Select one insecticide to test and one type of seed to use.
  2. Prepare a suitable aim for the investigation you will undertake.
  3. Write an appropriatehypothesis, making a prediction about what effect you think your insecticide will have on the germination of your seeds.
  4. Prepare a list of all materials you will need (including how much of each) in order to test your hypothesis.
  5. Write down, step by step, the method needed to test the hypothesis.
  6. Remember to:
  • include a control for this investigation
  • include enough repeats to make your results reliable
  • explain how your results will be obtained and displayed
  • identify the independent variable,the dependent variable, andthe factors you will hold constant.
  1. Examine the label of the insecticide to be used, identify its active ingredient and any other components that may be of interest. Identify all safety precautions that will need to be implemented during this investigation.
  2. Provide the plan and the safety report to your teacher before implementing the method.

Part BUndertaking the Investigation

  1. Carefully set up the investigation following the approved method that you have prepared. Show your teacher once it has been set up.
  2. Conduct your investigation and collect the results.
  3. Record your results and show your teacher a copy of the results together with your seeds before appropriately discarding the seeds.

Part CReport

Prepare a report of the investigation which includes the following:

  • the plan prepared for Part A
  • a copy of the plan used in Part B if this is different from Part A
  • data in an appropriate form
  • an analysis of the data
  • an evaluation of the procedures used
  • suggestions for possible improvements in either the design of the investigation or the execution of the investigation
  • a discussion of the reliability of your data
  • a relevant conclusion based upon the effect the insecticide you tested had on the germination of the seeds used – indicate whether your results support or do not support the hypothesis tested
  • a review in which you comment on the effectiveness of your group as a team.

Part DApplication

  1. Comment on whether or not you would use this insecticide based on what you have found in your investigation. Support your answer with well reasoned arguments.
  1. Identify one specific chemical in the environment which appears to affect human reproduction and report upon its possible effect on human fertility.

Assessment conditions

One lesson will be allowed for Part A of this assessment and some further lesson time will be allowed to implement Part B and to record data.

One lesson will be allowed to complete the Report (Part C) while one further lesson will be available to complete the Application (Part D).

The Application (Part D) will be a written task of no more than 500 words.

The Investigation (Parts A and B) is a collaborative task whereas the Report (Part C) and the Application (Part D) are individual tasks only.

Skills checklist– manipulating apparatus and safety (Teacher use only)

SKILLS / EVIDENCE SHOWN
Recording active ingredient in the insecticide and consulting the MSDS
Appropriate safety procedures for use of the insecticide in the investigation
Appropriate dilution of insecticide, where required
Setting up investigation
Taking measurements
Recording data
Appropriate and safe disposal of materials after setting up investigation
Area cleanliness
Appropriate and safe disposal of materials after conclusion of investigation
Other
Learning Requirements / Assessment Design Criteria / Capabilities
1.Identify and formulate questions, hypotheses, concepts, and purposes that guide biological investigations
2.Design and conduct individual and collaborative biological investigations
3.Manipulate apparatus and use technological tools and numeracy skills to obtain, represent, analyse, interpret, and evaluate data and observations from biological investigations
4.Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and environmental issues
5.Communicate their knowledge and understanding of biological concepts using appropriate biological terms and conventions
6.Demonstrate and apply biological knowledge and understanding of concepts and interrelationships to a range of contexts and problems, including by presenting alternative explanations. / Investigation
The specific features are as follows:
I1Design of a biological investigation.
I2Selection and acknowledgment of information about biology and issues in biology from different sources.
I3Manipulation of apparatus and technological tools to implement safe and ethical investigation procedures.
I4The obtaining, recording, and display of findings of investigations using appropriate conventions and formats.
Analysis and Evaluation
The specific features are as follows:
AE1Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions.
AE2Evaluation of procedures, with suggestions for improvement.
Application
The specific features are as follows:
A1Application of biological concepts and evidence from investigations to solve problems in new or familiar contexts.
A2Use of appropriate biological terms, conventions, formulae, and equations.
A3Demonstration of skills in individual and collaborative work.
Knowledge and Understanding
The specific features are as follows:
KU1Demonstration of knowledge and understanding of biological concepts.
KU2Use of knowledge of biology to understand and explain social or environmental issues.
KU3Communication of knowledge and understanding of biology in different formats. / Communication
Citizenship
Personal Development
Work
Learning

Page 1 of 5Stage 1 Biology Task

Ref:A276886 (June 2013)

© SACE Board of South Australia 2013

Stage 1 Biology Performance Standards

Investigation / Analysis and Evaluation / Application / Knowledge and Understanding
A / Designs a logical, coherent, and detailed biological investigation.
Critically and logically selects and consistently and appropriately acknowledges information about biology and issues in biology from a range of sources.
Manipulates apparatus and technological tools carefully and highly effectively to implement well-organised safe and ethical investigation procedures.
Obtains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively. / Systematically analyses data and their connections with concepts to formulate logical and perceptive conclusions and make relevant predictions.
Logically evaluates procedures and suggests a range of appropriate improvements. / Applies biological concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts.
Uses appropriate biological terms, conventions, formulae, and equations highly effectively.
Demonstrates initiative in applying constructive and focused individual and collaborative work skills. / Consistently demonstrates a deep and broad knowledge and understanding of a range of biological concepts.
Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues.
Uses a variety of formats to communicate knowledge and understanding of biology coherently and highly effectively.
B / Designs a well-considered and clear biological investigation.
Logically selects and appropriately acknowledges information about biology and issues in biology from different sources.
Manipulates apparatus and technological tools carefully and mostly effectively to implement organised safe and ethical investigation procedures.
Obtains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively. / Logically analyses data and their connections with concepts to formulate consistent conclusions and mostly relevant predictions.
Evaluates procedures and suggests some appropriate improvements. / Applies biological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.
Uses appropriate biological terms, conventions, formulae, and equations effectively.
Applies mostly constructive and focused individual and collaborative work skills. / Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts.
Uses knowledge of biology logically to understand and explain social or environmental issues.
Uses a variety of formats to communicate knowledge and understanding of biology coherently and effectively.
C / Designs a considered and generally clear biological investigation.
Selects with some focus, and mostly appropriately acknowledges, information about biology and issues in biology from different sources.
Manipulates apparatus and technological tools generally carefully and effectively to implement safe and ethical investigation procedures.
Obtains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively. / Analyses data and their connections with concepts to formulate generally appropriate conclusions and make simple predictions with some relevance.
Evaluates some procedures in biology and suggests some improvements that are generally appropriate. / Applies biological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.
Uses generally appropriate biological terms, conventions, formulae, and equations with some general effectiveness.
Applies generally constructive individual and collaborative work skills. / Demonstrates knowledge and understanding of a general range of biological concepts.
Uses knowledge of biology with some logic to understand and explain one or more social or environmental issues.
Uses different formats to communicate knowledge and understanding of biology with some general effectiveness.
D / Prepares the outline of a biological investigation.
Selects and may partly acknowledge one or more sources of information about biology or an issue in biology.
Uses apparatus and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures.
Obtains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness. / Describes basic connections between some data and concepts and attempts to formulate a conclusion and make a simple prediction that may be relevant.
For some procedures, identifies improvements that may be made. / Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts.
Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate.
Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work. / Demonstrates some basic knowledge and partial understanding of biological concepts.
Identifies and explains some biological information that is relevant to one or more social or environmental issues.
Communicates basic information to others using one or more formats.
E / Identifies a simple procedure for a biological investigation.
Identifies a source of information about biology or an issue in biology.
Attempts to use apparatus and technological tools with limited effectiveness or attention to safe or ethical investigation procedures.
Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness. / Attempts to connect data with concepts, formulate a conclusion and make a prediction.
Acknowledges the need for improvements in one or more procedures. / Identifies a basic problem and attempts to identify a solution in a familiar context.
Uses some biological terms or formulae.
Shows emerging skills in individual and collaborative work. / Demonstrates some limited recognition and awareness of biological concepts.
Shows an emerging understanding that some biological information is relevant to social or environmental issues.
Attempts to communicate information about biology.

Page 1 of 5Stage 1 Biology Task

Ref:A276886 (June 2013)

© SACE Board of South Australia 2013