A copy of this booklet is available on the student drive: subjects/Science/Biology.

Year 13 BIOLOGY 2014 ACHIEVEMENT AIMS
COURSE OBJECTIVE ( curriculum Achievement Objectives, Level 8)
In studying biology, you will investigate and develop your understanding of:
Living World students will:

Understand the relationship between organisms and their environment. (AS 3.1, AS 3.3, AS
3.4)

Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes. (AS 3.5, AS 3.6, AS 3.7)

Understand how humans manipulate the transfer of genetic information from one generation to the next and make informed judgments about the social, ethical, and biological implications relating to this manipulation. (AS 3.7)
TEXTBOOKS
Issued:

DESIGNS OF LIFE - Meg Bayley

Year 13 Biology
– study guide.
Martin Hanson. ESA.
Purchased :

BIOZONE - NCEA Level 3 student workbooks and model answer booklet.
There are two workbooks one covers the internal standards the other the external standards.
Excellent books to support lessons and for homework. Contain activities, NCEA style questions and supported by web links. Powerpoint presentations supporting book topics are on student share drive.

In 2014 the course will offer 19 credits in Level 3 Biology. This comprises 11 credits internally assessed and 8 credits by external examination.
Internally Assessed Standards
AS 91604
Version 1
AS 91607
Version 1
AS 3.4
AS 3.7
Demonstrate understanding of how an animal maintains a stable internal environment
Demonstrate understanding of human manipulations of genetic transfer and its biological implications.
Term 1.
Week 6 (approx)
Term 3.
Week 4 (approx)
These assessments are part of the formal assessment for NCEA. If you are absent for assessments the protocols outlined in the school assessment document must be followed.
Externally Assessed Standards
AS 91603
Version 1
AS 91605
Version 1
AS 91606
Version 1
AS 3.3
AS 3.5
As 3.6
Demonstrate understanding of the responses of plants and animals to their external environment
Demonstrate understanding of evolutionary processes leading to speciation.
Demonstrate understanding of trends in human evolution.
At the end of each topic unit there will be a knowledge test based on NCEA style questions. These will provide formative assessment and a guide to student progress.
The formal school exams in September will cover two of the externally assessed achievement standards
AS 3.3 and AS 3.5 a similar format to the official NCEA external. AS 3.6 will be assessed at the end of the topic in Term 4.
In the event of a derived grade being required by NZQA, the results from the school exam will be used for AS 3.3 and AS 3.5. The formal assessment of AS 3.6 in Term 4 will be used to provide a derived grade for this standard.
The Plant and Animal behaviour standard (AS 91603, Biology AS 3.3) will be taught in two sections during Terms 1 and 2. Dividing the topic should make it easier for students to learn the concepts and provides an opportunity to better assess student understanding.

Marking of Assessment Tasks
1. Formative assessment and Practical assessment will be marked by each class teacher to a common assessment schedule. Cross moderation will be done by teachers comparing student answers, particularly in borderline cases.
2. All internally assessed achievement standards will be marked and moderated by a panel of teachers.
The same process will also be used for the school examinations where the grade may be used as a derived grade for the external NCEA examinations.
3. Following each assessment event, students will be shown the assessment schedule and will receive feedback on their own achievement. If there are any problems, the school guidelines must be followed. A written application for a reconsideration can be made within one week of the return of the assessment.
4. Following feedback on assessments and any reconsideration of grades awarded, students will verify their grade by signing a copy. These verified grades will be stored in a designated folder in the
Science department office.
5. Each student will have a file kept by the teacher in which all assessments will be stored. Under no circumstances will these be allowed home. They are available to students for revision at school.
Student work may be required by NZQA for moderation purposes.
Authentication of Student Work
1. Practice achievement standards / formative assessment will be done under exam conditions.
2. For AS 3.4 and AS 3.7 students will complete their formal write-up under exam conditions on notes collected individually from supplied resource materials, own research and class notes.
STUDENT FILES
A formal record of student grades is kept on the school network – KAMAR computer files. After every internal assessment you will be asked to sign a copy of your grade for that particular standard. This is a formal document and is kept in a designated folder in the Science department office. In addition your class teacher will keep a separate paper record of all of your assessment, assignment and homework grades. All your assessed work will be held in an individual student portfolio file, located in each teaching lab. You can have access to this file at all times – but documents cannot be taken home or copied.

If you use someone else’s work (from whatever source: book, picture, internet etc), YOU MUST credit the person whose work and ideas you are using. This applies even if you are simply using their ideas to formulate your own AND whether you use their words directly or change them. This is referencing – it’s about being honest and is the same idea as copywrite.
A. If you change the original words, pictures etc, slightly by putting the ideas into your own words ( this is called paraphrasing).
THEN: Write the source of the original information in a Reference List at the end of your assignment .
This is done slightly differently depending upon the source of the original information.
BOOKS
Author(s) name , Date of publication (in brackets), Title , and Publisher (place and company). eg.
Selinger, B. (1989). Chemistry in the Marketplace (4
MAGAZINES, NEWSPAPERS and JOURNALS
Author(s) name , Date of publication (in brackets), Article title , Name of publication , Issue and Page number(s).
th ed.). Sydney: Heinemann eg.
Becker, L.J. & Seligman,C.(1981). Welcome to the Energy Crisis. Journal of Social Issues . 37,1-7
INTERNET
The full URL / web address (underlined), Author(s)name/Organisation any Page numbers and the date
YOU accessed the site.
eg . www.usgs.com/catastrophism/asaro (United States Geological Society, 12.02.02)
As well as putting the reference in a list YOU SHOULD ALSO put a shortened version of the reference in brackets at the end of the sentence in your assignment where you used those ideas/words. This is often referred to as “in text referencing”
.
Author’s surname , date of publication (in brackets). eg.
your words using Smith’s ideas (Smith, 1998). eg. marine reserves have larger fish (Smith, 1998).
For internet sources provide the full URL / web address.
B.
If you use someone elses words unaltered (either written or spoken), then you are quoting and must credit the original source of information . Use the same format used for books, magazines, and internet sources as above.
1. Use quotation marks to indicate the unaltered written or spoken words used in your assignment.
2. Put a shortened version of the reference in brackets immediately following those words quoted in your assignment ( in text referencing ).
Author’s surname , date of publication (in brackets). eg. According to some scientists “many marine reserves show a dramatic increase in both the number, size and variety of species within them” (Smith, 1998), although this is not true in all cases.
3. AND finally, don’t forget to write the source of the original information in a Reference List at the end of your assignment.

13 Biology Calendar 2014 (total 380 half-days)
1 27 Jan
Day 1
TERM ONE
2 Homeostasis AS 3.4
Waitangi Day
3 10 Feb
Year 13 Retreat
Year 13 Retreat
4 17 Feb
Leadership Mass
19
TERM TWO
Plant behaviour AS 3.3
6 May
12 May
AS 3.3 formative assessment
27 May
Evolution AS 3.5
5 AS 3.4 Formative assessment 2 Jun Queens Birthday
25 Feb
6 AS 3.4 Summative assessment
4 Mar Athletics day
Gene transfer AS 3.7
22 July
28
4 Aug
11 Aug
TERM THREE
AS 3.7 Summative assessment
Human evolution AS 3.6
14 Oct
20 Oct
TERM FOUR
Human evolution AS 3.6 10 Nov NCEA Exams start
Parent Interviews
25 Aug
Parent Interviews
Mid Term Break
17 Nov
AS 3.6 formative assessment
27 Oct Labour Day
3 Nov Senior Prizegiving
7 Animal behaviour AS 3.3
16 Jun
Mid Term Break
1 Sep 24 Nov
8 17 Mar Mid Term Break 23 Jun 8 Sep 1 Dec

Title Demonstrate understanding of the responses of plants and animals to their external environment
Level 3 Credits 5 Assessment External
Planned review date 31 December 2016 Date version published 4 December 2012
This achievement standard involves demonstrating understanding of the responses of plants and animals to their external environment.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
 Demonstrate understanding of the responses of plants and animals to their external environment.
 Demonstrate in-depth understanding of the responses of plants and animals to their external environment.
 Demonstrate comprehensive understanding of the responses of plants and animals to their external environment.
Explanatory Notes
1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 8 within the Science learning area. It is aligned with the following achievement objective from the Living World strand:
 Life processes, ecology and evolution, ‘Understand the relationship between organisms and their environment’.
It is also related to the material in the Teaching and Learning Guide for Biology , Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
2 Demonstrate understanding involves describing plant and animal responses to their external environment.
The description includes:
 the process(es) within each response and/or the adaptive advantage provided for the organism in relation to its ecological niche.
Demonstrate in-depth understanding involves using biological ideas to explain:
 how the responses occur
 why the responses provide an adaptive advantage for the organism in relation to its ecological niche.
Demonstrate comprehensive understanding involves:
 linking biological ideas to explain why the responses provide an adaptive advantage for the organism in relation to its ecological niche. The linking of ideas may involve justifying, relating, evaluating, comparing and contrasting, and analysing.
3 Responses are selected from those relating to:
 orientation in space (tropisms, nastic responses, taxes, kineses, homing, migration)
 orientation in time (annual, daily, lunar, tidal rhythms)
 interspecific relationships (competition for resources, mutualism, exploitation including herbivory, predation, and parasitism)
 intraspecific relationships (competition for resources, territoriality, hierarchical behaviour, cooperative interactions, reproductive behaviours).
4 External environment will include both biotic and abiotic factors.
5 Assessment Specifications for this achievement standard can be accessed through the Biology Resources page found at www.nzqa.govt.nz/ncea/resources .

Title Demonstrate understanding of how an animal maintains a stable internal environment
Level 3 Credits 3 Assessment Internal
Planned review date 31 December 2016 Date version published 4 December 2012
This achievement standard involves demonstrating understanding of how an animal maintains a stable internal environment.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
 Demonstrate understanding of how an animal maintains a stable internal environment.
 Demonstrate in-depth understanding of how an animal maintains a stable internal environment.
 Demonstrate comprehensive understanding of how an animal maintains a stable internal environment.
Explanatory Notes
1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 8 within the Science learning area. It is aligned with the following achievement objective from the Living World strand:
 Life processes, ecology, and evolution, ‘Understand the relationship between organisms and their environment’.
It is also related to the material in the Teaching and Learning Guide for Biology , Ministry of Education, 2010, at http://seniorsecondary.tki.org.nz.
2 Demonstrate understanding involves using biological ideas to describe a control system by which an animal maintains a stable internal environment. Annotated diagrams or models may be used to support the description.
Demonstrate in-depth understanding involves using biological ideas to explain how or why an animal maintains a stable internal environment. This includes explaining how a specific disruption results in responses within a control system to re-establish a stable internal environment.
Demonstrate comprehensive understanding involves linking biological ideas about maintaining a stable internal environment in an animal. This includes at least one of:
 a discussion of the significance of the control system in terms of its adaptive advantage
 an explanation of the biochemical and/or biophysical processes underpinning the mechanism (such as equilibrium reactions, changes in membrane permeability, metabolic pathways)
 an analysis of a specific example of how external and/or internal environmental influences result in a breakdown of the control system.
3 A control system that maintains a stable internal environment (homeostatic system) refers to those that regulate: body temperature, blood pressure, osmotic balance, level of blood glucose, levels and balance of respiratory gases in tissues.
4 The biological ideas related to the control system includes the: purpose of the system, components of the system, mechanism of the system (how it responds to the normal range of environmental fluctuations, interaction and feedback mechanisms between parts of the system), potential effect of disruption to the system by internal or external influences.
5 Environmental influences that result in a breakdown of the control system may be external influences such as extreme environment conditions, disease or infection, drugs or toxins, or internal influences such as genetic conditions or metabolic disorders.
6 Conditions of Assessment related to this achievement standard can be found at http://www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Title Demonstrate understanding of evolutionary processes leading to speciation
Level 3 Credits 4 Assessment External
Planned review date 31 December 2016 Date version published 4 December 2012
This achievement standard involves demonstrating understanding of evolutionary processes leading to speciation.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
 Demonstrate understanding of evolutionary processes leading to speciation.
 Demonstrate in-depth understanding of evolutionary processes leading to speciation.
 Demonstrate comprehensive understanding of evolutionary processes leading to speciation.
Explanatory Notes
1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 8 within the Science learning area. It is aligned with the achievement objectives in the following two strands:
Living World strand:
 Life processes, ecology, and evolution, ‘Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes’
Nature of Science strand:
 Understanding about science, ‘Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate’.
It is also related to the material in the Teaching and Learning Guide for Biology , Ministry of Education,
2010, at http://seniorsecondary.tki.org.nz.
2 Demonstrate understanding involves using biological ideas and/or scientific evidence to describe evolutionary processes leading to speciation.
Demonstrate in-depth understanding involves using biological ideas and/or scientific evidence to explain how or why evolutionary processes lead to speciation.
Demonstrate comprehensive understanding involves linking biological ideas and/or scientific evidence about evolutionary processes leading to speciation. The linking of ideas may involve justifying, relating, evaluating, comparing and contrasting, or analysing the evolutionary processes that lead to speciation.
3 Evolutionary processes involve the following biological ideas:
 role of mutation
 gene flow
 role of natural selection and genetic drift
 modes of speciation (sympatric, allopatric)
 reproductive isolating mechanisms that contribute to speciation (geographical, temporal, ecological, behavioural, structural barriers, polyploidy)
 patterns such as divergence, convergence, adaptive radiation, co-evolution, punctuated equilibrium, and gradualism.
4
Scientific evidence for evolution, which may include examples from New Zealand’s flora and fauna, will be selected from: fossil evidence, comparative anatomy (homologous and analogous structures), molecular biology (proteins and DNA analysis), biogeography.
5 Assessment Specifications for this achievement standard can be accessed through the Biology Resources page found at www.nzqa.govt.nz/ncea/resources .

Title Demonstrate understanding of human manipulations of genetic transfer and its biological
Implications.
Level 3 Credits 3 Assessment Internal
Planned review date 31 December 2016 Date version published 4 December 2012
This achievement standard involves demonstrating understanding of human manipulations of genetic transfer and its biological implications.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
 Demonstrate understanding of human manipulations of genetic transfer and its biological implications.
 Demonstrate in-depth understanding of human manipulations of genetic transfer and its biological implications.
 Demonstrate comprehensive understanding of human manipulations of genetic transfer and its biological implications.
Explanatory Notes
1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 8 within the Science learning area. It is aligned with the following achievement objectives in the Living World strand Life processes, ecology, and evolution:

Understand how humans manipulate the transfer of genetic information from one generation to the next and make informed judgements about the social, ethical, and biological implications relating to this manipulation

Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes.
It is also related to the material in the Teaching and Learning Guide for Biology , Ministry of Education,
2010, at http://seniorsecondary.tki.org.nz.
2 Demonstrate understanding involves using biological ideas to describe human manipulations of genetic transfer and its biological implications.
Demonstrate in-depth understanding involves using biological ideas to explain how humans manipulate genetic transfer and the biological implications of these manipulations.
Demonstrate comprehensive understanding involves linking biological ideas about human manipulations of genetic transfer and its biological implications. The linking of ideas may involve justifying, relating, evaluating, comparing and contrasting, and analysing.
3 Human manipulations of genetic transfer may involve:
 selective breeding (could include embryo selection, animal breeding, plant breeding, development of new crops)
 whole organism cloning
 transgenesis
 investigation and modification of the expression of existing genes.
4 Biological implications may involve the impact on:
ecosystems - genetic biodiversity
survival of populations - evolution of populations.
5 Conditions of Assessment related to this achievement standard can be found at www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Title
Level 3
Planned review date
Demonstrate understanding of trends in human evolution
Credits 4 Assessment External
31 December 2016 Date version published 4 December 2012
This achievement standard involves demonstrating understanding of trends in human evolution.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
 Demonstrate understanding of trends in human evolution.
 Demonstrate in-depth understanding of trends in human evolution.
 Demonstrate comprehensive understanding of trends in human evolution.
1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education,
2007, Level 8 within the Science learning area. It is aligned with the achievement objectives in the following two strands:
Nature of Science strand:  Understanding about science, ‘Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate’
 Investigating in science, ‘Develop and carry out investigations that extend their science knowledge, including developing
their understanding of the relationship between investigations and scientific theories and models’.
Living World strand:  Life processes, ecology, and evolution, ‘Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes’.
It is also related to the material in the Teaching and Learning Guide for Biology , Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
2 Demonstrate understanding involves using biological ideas to describe trends in human evolution.
Demonstrate in-depth understanding involves using biological ideas to explain how or why trends in human evolution occur.
Demonstrate comprehensive understanding involves linking biological ideas about trends in human evolution. The linking of ideas may involve justifying, relating, evaluating, comparing and contrasting, and analysing using scientific evidence.
3 Trends in human evolution refers to change over a period of time in relation to:
 human biological evolution
 human cultural evolution
 patterns of dispersal of hominins. Hominins refers to living and fossil species belonging to the human lineage.
This is a subgroup of hominids, a group which includes both humans and the great apes.
4 Trends in human biological evolution begin with early bipedal hominins and may require comparison with living hominids. These trends involve: skeletal changes linked to bipedalism, changes in skull and endocranial features, changes in the manipulative ability of the hand.
5 Trends in human cultural evolution involve:
 use of tools (stone, wood, bone)
 use of fire
 clothing
 abstract thought (communication, language, art)
 food-gathering (hunter-gatherer, domestication of plants and animals)
 shelter (caves, temporary settlement, permanent settlement).
6 Interpretations of the trends in human evolution are based on current scientific evidence which is widely accepted and presented in peer-reviewed scientific publications.
7 Assessment Specifications for this achievement standard can be accessed through the Biology Resources page found at www.nzqa.govt.nz/ncea/resources .