SACRED HEART
COLLEGE
Year 12
BIOLOGY
Student booklet 2014
A copy of this booklet is available on the student drive: subjects/Science/Biology.
YEAR 12 BIOLOGY
2014
ACHIEVEMENT AIMS
In studying biology, you will investigate and develop your understanding of:
1.
ECOLOGY (AS 2.6): The diversity of life, how adaptations allow organisms to
survive and about the relationships between living organisms, and their interactions
with the world around them.
CELL BIOLOGY (AS 2.4, AS 2.8): The life processes at a cellular level of
photosynthesis, respiration and cell division and the biological ideas of enzymes
and movement of materials as they relate to theses processes. Microscopy – using
a light microscope, producing biological drawings and explaining how the features
of cells help them do their job.
GENETICS and EVOLUTION (AS 2.5): Dihybrid inheritance and patterns of genetic
variation, natural selection and patterns of genetic change.
PHYSIOLOGY (AS 2.3): The structures and functions involved in Gas Exchange in
3 different animals groups – how they work, the comparisons between them and
how these affect the animals.
2.
3.
4.
OBJECTIVES
Nature of Science: Students will:
• Understand that scientists have an obligation to connect their new ideas to current and historical
scientific knowledge.
• Develop and carry out investigations that extend their knowledge, including developing their
understanding of the relationship between investigations and scientific theories and models.
• Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating
accounts of the natural world and consider the wider implications of the methods of
communication and/or representation employed.
• Use relevant information to develop a coherent understanding of socio-scientific issues that
concern them, to identify possible responses at both personal and societal levels.
Living World: Students will:
• Life processes – explore the diverse ways in which animals and plants carry out the life
processes.
• Ecology – explore ecological distribution patterns and explain possible causes for these patterns.
• Evolution – understand that DNA and the environment interact in gene expression.
• Ecology and evolution – explain how the interaction between ecological factors and natural
selection leads to genetic changes within a species.
TEXTBOOKS
Classroom use:

PATTERNS OF LIFE - Meg Bayley
Purchased :

BIOZONE - NCEA Level 2 student workbook and model answer booklet.
Excellent book(s) to support lessons and for homework. Contains activities, NCEA style
questions and supported by web links. Powerpoint presentations supporting book topics
are on student share drive.
ACHIEVEMENT STANDARDS
In 2014 the course will offer 19 credits in Level 2 Biology. This comprises 11 credits
internally assessed and 8 credits by external examination.
Internally Assessed Standards
AS 91158
Version 1
AS 91155
Version 1
AS 91160
Version 1
AS 2.6
AS 2.3
AS 2.8
Investigate a pattern in an ecological
community, with supervision.
Demonstrate understanding of adaptation
of plants or animals to their way of life
Investigate biological material at the
microscopic level
Term 1.
Week 6 (approx)
Term 3.
Week 4 (approx)
Term 2.
Week 9 (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.
In the case of the field study (AS2.6) relevant data will be provided if it is impossible for
you to go to the field trip site.
Externally Assessed Standards
AS 91156
AS 2.4
AS 91157
AS 2.5
Demonstrate understanding of life
processes at cellular level.
Demonstrate understanding of genetic
variation and change.
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 Cell Processes standard (AS 91156, Biology AS 2.8) will be taught in two sections
during Terms 1 and 2. Dividing the topic will allow teaching to focus upon material required
for the Microscopy internal standard. It should also make it easier for students to learn the
concepts and provides an opportunity to better assess student understanding.
The formal school exams in September will cover both of the externally assessed
achievement standards in a similar format to the official NCEA external.
The results from the school exam will be used for AS 2.4 and AS 2.5 in the event of a
derived grade being required by NZQA.
Moderation and Authentication of Student Work
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 2.6 students will complete their formal write-up under exam conditions on data
and notes collected individually from supplied resource materials, own research and
field data.
3. For AS 2.8 students will work individually on their practical work and all written work will
be done under exam conditions.
4. For AS 2.3 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.
TERM ONE
1 27 Jan
12 Biology Calendar 2014
(total 380 half-days)
TERM TWO
TERM THREE
TERM FOUR
Cell processes AS 2.4
Animal adaptation AS 2.3 13 Oct
6 May
22 July
Day 1
Ecology AS 2.6
2
12 May
28
20 Oct
3 10 Feb
19
4 Aug
27 Oct
Rocky shore field trip
4 17 Feb
26 May
11 Aug
3 Nov Senior Prizegiving
Waitangi Day
Labour Day
Internal assessment
Leadership Mass
2 Jun Queens Birthday
5 24 Feb
Cell processes AS 2.4
10 Nov NCEA Exams start
Ash Wednesday
Parent Interviews
AS 2.4 formative assessment
6 3 Mar
Athletics
Microscopy AS 2.8
25 Aug
Parent Interviews
17 Nov
Year 12 Church Trip
Athletics (postponement)
16 Jun
Mid Term Break
1 Sep
24 Nov
Mid Term Break
8 17 Mar Mid Term Break
23 Jun
8 Sep
1 Dec
9 24 Mar
Feast Day
30 Jun
15 Sep School Exams
8 Dec
Genetics AS 2.5
7
Internal assessment
Genetics AS 2.5
Cell processes AS 2.4
10 31 Mar
22 Sep
feedback on exams
11 7 Apr
Parent Interviews
12 14 Apr
Parent Interviews
AS 2.5 formative assessment
Good Friday
A guide to referencing.
- important for AS 2.6
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 (4th ed.). Sydney: Heinemann
MAGAZINES, NEWSPAPERS and JOURNALS
Author(s) name, Date of publication (in brackets), Article title, Name of publication, Issue and
Page number(s).
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.
AS 91158
Version 1
Achievement Standard
Subject Reference
Biology 2.6
Title
Investigate a pattern in an ecological community, with supervision
Level
2
Status
Credits
Registered
4
Assessment
Date version published
Internal
17 November 2011
This achievement standard involves the investigation of a pattern in an ecological community, with supervision.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Investigate a pattern in an
ecological community, with
supervision.
 Investigate in-depth a pattern in
an ecological community, with
supervision.
 Comprehensively investigate a
pattern in an ecological
community, with supervision.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education,
2007, Level 7. It is aligned with the following achievement objective in the Living World strand: Ecology

Explore ecological distribution patterns and explain possible causes for these patterns
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education.
Investigate involves describing observations or findings, and using those findings to identify the pattern (or absence
of a pattern) in an ecological community, relating this pattern to an environmental factor, and describing how the
environmental factor might affect chosen species within the community.
Investigate in-depth involves providing a reason for how or why the biology of one of the chosen species relates to
the pattern (or absence of a pattern). The biology relates to structural, behavioural or physiological adaptations of
the organism. Behavioural or physiological adaptations of the organism relate to the environmental factor and an
interrelationship with an organism of another species (eg competition, predation, or mutualism).
Investigate comprehensively involves using an environmental factor and the biology of interrelated organisms of
different species to explain the pattern (or absence of a pattern). The explanation may involve elaborating,
applying, justifying, relating, evaluating, comparing and contrasting, and analysing.
2
Investigation involves analysing, and interpreting information about the ecosystem. The information may come
from direct observations, collection of field data, tables, graphs, resource sheets, photographs, videos, websites,
and/or reference texts.
3
A community pattern may include: succession, zonation, stratification, or another distribution pattern in response to
an environmental factor.
4
Environmental factors likely to affect patterns in a community include abiotic and/or biotic factors.
5
Biology of the organisms refers to any adaptations of organisms that relate to the pattern being investigated and
may include interrelationships such as competition, predation, or mutualism.
AS 91155
Version 1
Achievement Standard
Subject Reference
Biology 2.3
Title
Demonstrate understanding of adaptation of plants or animals to their way of life
2
Level
Status
Credits
Registered
3
Assessment
Date version published
Internal
17 November 2011
This achievement standard involves demonstrating understanding of adaptation of plants or animals to their way of life.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding of
adaptation of plants or animals to
their way of life.
 Demonstrate in-depth
understanding of adaptation
of plants or animals to their
way of life.
 Demonstrate comprehensive
understanding of adaptation of
plants or animals to their way of
life.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education,
2007, Level 7. It is aligned with the following achievement objective in the Living World stand:
Life Processes
 Explore the diverse ways in which animals and plants carry out the life processes
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education, 2010.
2
Demonstrate understanding involves describing the adaptations and identifying the aspects of the adaptations that
enable each organism to carry out its life process(es) in order to survive in its habitat.
Demonstrate in-depth understanding involves providing a biological reason that explains how or why the
adaptations enable each organism to carry out its life process(es) in order to survive in its habitat.
Demonstrate comprehensive understanding involves showing understanding by linking several biological ideas.
The linking of ideas may involve justifying, evaluating, comparing and contrasting, or analysing, and must include
consideration of the two points from below appropriate to the chosen context.
In the context of understanding of adaptation related to one life process over three taxonomic or functional groups
of multi-cellular plants or animals:
 comparing diversity of adaptation in response to the same demand across different taxonomic or functional
groups
 limitations and advantages involved in each feature within each organism
In the context of understanding of adaptation across two related life processes within one taxonomic or functional
group:
 connections between two life processes within each organism which enhance the effectiveness of both
processes
 limitations and advantages involved in each feature within each organism.
3
Understanding of adaptation is demonstrated in relation to one life process over three taxonomic or functional
groups of multi-cellular plants or animals, or across two related life processes within one taxonomic or functional
group.
4
Adaptation involves the range of ways in which organisms have developed strategies to carry out the life processes.
An adaptation refers to a feature and its function as it enables an organism to carry out a life process and thus
occupy a specific ecological niche. It may include structural, behavioural, or physiological features of an organism.
An adaptation provides an advantage for the organism in its specific habitat and ecological niche.
5
Way of life encompasses the ways in which an organism carries out all its life processes. It includes:
 relationships with other organisms – competition, predation, parasitism, mutualism
 reproductive strategies
 adaptations to the physical habitat.
6
Life processes are selected from:
 internal transport
 gas exchange
 transpiration
 nutrition
 excretion
 support and movement
 sensitivity and co-ordination
 reproduction.
AS 91156
Version 1
Achievement Standard
Subject Reference
Biology 2.4
Title
Demonstrate understanding of life processes at the cellular level
2
Level
4
Credits
Registered
Status
Assessment
Date version published
External
17 November 2011
This achievement standard involves demonstrating understanding of life processes at the cellular level.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding of
life processes at the cellular
level.
 Demonstrate in-depth
understanding of life processes
at the cellular level.
 Demonstrate comprehensive
understanding of life processes at
the cellular level.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education,
2007, Level 7. It is aligned with the following achievement objective in the Living World strand:
Life Processes
 Explore the diverse ways in which animals and plants carry out the life processes
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education, 2010.
Demonstrate understanding involves defining, using annotated diagrams or models to describe, and describing
characteristics of, or providing an account of, life processes at the cellular level.
Demonstrate in-depth understanding involves using biological ideas to give reasons how or why life processes
occur at the cellular level.
Demonstrate comprehensive understanding involves linking biological ideas about life processes at the cellular
level. The discussion of ideas may involve justifying, relating, evaluating, comparing and contrasting, analysing.
2
Life processes at the cellular level include:
 photosynthesis
 respiration
 cell division (DNA replication and mitosis as part of the cell cycle).
3
Biological ideas, as they relate to each of the life processes at the cellular level, are selected from:
 movement of materials (including diffusion, osmosis, active transport)
 enzyme activity (specific names of enzymes are not required)
 factors affecting the process
 details of the processes only as they relate to the overall functioning of the cell (specific names of stages are not
required)
 reasons for similarities and differences between cells such as cell size and shape, and type and number of
organelles present.
5
Cells include plant cells and animal cells.
AS 91160
Version 1
Achievement Standard
Subject Reference
Biology 2.8
Title
Investigate biological material at the microscopic level
Level
Credits
2
Registered
Status
3
Internal
Assessment
Date version published
17 November 2011
This achievement standard involves investigating biological material at the microscopic level.
Achievement Criteria
Achievement
Achievement with Merit
 Investigate biological material at  Investigate in-depth biological
the microscopic level.
material at the microscopic
level.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education,
2007, Level 7. It is aligned with the following achievement objective in the Nature of Science strand:
Communicating in Science

Use accepted science knowledge, vocabulary, symbols and conventions when evaluating accounts of the
natural world and consider the wider implications of the methods of communication and/or representation
employed and the following achievement objective in the Living World strand: Life Processes

Explore the diverse ways animals and plants carry out the life processes
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education, 2010.
2
Carry out an investigation involves:
 preparing biological material for viewing under a light microscope
 viewing biological material using a light microscope to enable detail of cell structures and components to be
determined
 recording observations of biological material in biological drawings
 identifying observed specialised features and relating them to the function of the cells or tissues.
Investigate in-depth involves:
 giving reasons for how or why observed specialised features enable the cells to effectively carry out their
specific function(s).
3
Biological material for viewing includes two different plant tissues and one unicellular organism.
4
To allow an accurate drawing to be produced, preparation of material may include: staining, use of cavity slides,
use of cellulose, epidermal tear, cutting sections.
5
A biological drawing follows the accepted conventions to record observations consistent with the biological
material being viewed. Consistency of observations with the biological material used must include recognisable
shape and proportions and inclusion of typical organelles present in a cell, appropriate to the magnification. At the
Achieved grade, the biological drawing may contain some errors in applying conventions or minor inaccuracies in
representation. At the Merit grade the biological drawing may contain some minor errors as long as they do not
affect the accuracy of the representation of the biological material being viewed.
6
Specialised features may include: arrangement of cells or cell types within a tissue, shape of a cell, presence or
absence of a specific organelle, quantity or distribution of organelles within a cell. Notes about the specialised
features may accompany the biological drawing (eg a fully annotated diagram).
7
Relating observed specialised features to the function of the cell or tissue must include: identifying the feature or
organelle, stating its function, and giving reasons for why or how it contributes to the function of the cell or tissue.
AS 91157
Version1
Achievement Standard
Subject Reference
Biology 2.5
Title
Demonstrate understanding of genetic variation and change
Level
2
Status
4
Credits
Registered
Assessment
Date version published
External
17 November 2011
This achievement standard involves demonstrating understanding of genetic variation and change.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding of
genetic variation and change.
 Demonstrate in-depth
understanding of genetic
variation and change.
 Demonstrate comprehensive
understanding of genetic variation
and change.
Explanatory Notes
1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education,
2007, Level 7. It is aligned with the following achievement objective in the Living World strand:Ecology and
Evolution. Explain how the interaction between ecological factors and natural selection leads to genetic changes
within populations and is related to the material in the Teaching and Learning Guide for Biology, Ministry of
Education, 2010.
2 Demonstrate understanding involves defining, using annotated diagrams or models to describe, and describing
characteristics of, or providing an account of, genetic variation and change.
Demonstrate in-depth understanding involves providing reasons as to how or why genetic variation and change
occurs.
Demonstrate comprehensive understanding involves linking biological ideas about genetic variation and change. The
discussion of ideas may involve justifying, relating, evaluating, comparing and contrasting, or analysing.
3 Genetic variation and change involves the following concepts:
 sources of variation within a gene pool
 factors that cause changes to the allele frequency in a gene pool.
4 Biological ideas and processes relating to sources of variation within a gene pool are selected from:
 mutation as a source of new alleles
 independent assortment, segregation and crossing over during meiosis
 monohybrid inheritance to show the effect of co-dominance, incomplete dominance, lethal alleles, and multiple
alleles
 dihybrid inheritance with complete dominance
 the effect of crossing over and linked genes on dihybrid inheritance.
5 Biological ideas and processes relating to factors affecting allele frequencies in a gene pool are selected from:
 natural selection
 migration
 genetic drift.
Terms used in NCEA Biology:
Describe:
recognise, name, draw, give
characteristics of, or an account of…
Achieved level
Explain:
provide a reason as to how or why
something occurs.
Merit level
Discuss:
Show understanding by linking
biological ideas. Where necessary,
justify, relate, evaluate, compare and
contrast, or analyse.
Excellence level
All NCEA questions in external assessments provide opportunities to attain credits at Achieved, Merit
and Excellence.
More useful Terms:
Interpret data to reach a stated conclusion
Use an idea, theory or principle in a new situation
Give an account of similarities and differences between 2 or more
items, referring to both throughout. May use a table
Contrast or distinguish: Point out the differences
Give a precise meaning as concisely as possible
Define:
Assess the implications and limitations
Evaluate:
Give examples. Explain clearly by making comparisons between
Illustrate:
examples
Give a brief, condensed account, avoiding unnecessary details
Summarise:
Analyse:
Apply:
Compare:
Other useful resources: Copies of most of these texts can be found in the School Library.
Bradstock M. 1985. Between the tides: New Zealand shore and estuary life. Reed Methuen.
Morton J. 2004. Seashore ecology of New Zealand and the Pacific. Bateman.
Andrew N & Francis M (ed). 2003. The living Reef: The ecology of New Zealand’s rocky reefs. Craig
Potton publishing.
Byatt A, Fothergill A and Holmes M. 2001. The Blue Planet: a natural history of the oceans. BBC.
Jackson A.R.W & Jackson J.M. 1996. Environmental science: The natural environment and human
impact. Longman.
Campbell-Hunt D. 2002. Developing a Sanctuary: The Karori Experience. Victoria Link NZ.
Roberts M. 1986 (4th ed). Biology: a functional approach. Nelson.
Roberts A. 2011. Level 2 Biology study guide. ESA.
Relph D. 2001. New Zealand pathfinder series: Biology year 12. New House.
Kennett G. (ed). 2006. NCEA Level 2 Biology: selected questions from previous assessments with
suggested answers. Really useful resource.