Name:
Date Due: 15/6/15
Picton High School
Year 11 Biology
Weighting – 20%
Assessment Task 3
Research Task
Comparing Systems
This research assessment task is to be handed in on:
Term 2 Week 9, Monday 15th June 2015
Make sure the following details are filled in as proof of submission.
Date and time handed in:
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Teacher signature:
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Student signature:
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This Research Assignment has been set with the following objectives:
o
o
o
To research the Focus Section (The relevant syllabus pages are attached below).
To demonstrate skills appropriate to researching secondary sources of information
and the presentation of information (see directly below).
To understand the three columns of each syllabus page more clearly.
Skills
Outcomes
addressed
within this
task:
P12, 13, and 14
P12 discusses
the validity
and reliability
of data
gathered from
first-hand
investigations
and secondary
sources
12.3 Gather information from secondary sources by:
a) accessing information from a range of resources, including popular scientific journals,
digital technologies and the Internet
b) practising efficient data collection techniques to identify useful information in secondary
sources
c) extracting information from numerical data in graphs and tables as well as from written and
spoken material in all its forms
d) summarising and collating information from a range of resources
P13 identifies
appropriate
terminology
and reporting
styles to
communicate
information
and
understanding
in biology
13.1 Present information by:
a) selecting and using appropriate text types, or combinations thereof, for oral and written
presentations
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate formats to acknowledge sources of information
e) using a variety of pictorial representations to show relationships and present information
clearly and succinctly
P14 draws
valid
conclusions
from gathered
data and
information
14.1 Analyse information to:
12.4 Process information to:
e) assess the reliability of first-hand and secondary information and data by considering
information from various sources
a)
b)
d)
e)
identify trends, patterns and relationships as well as contradictions in data and information
justify inferences and conclusions
predict outcomes and generate plausible explanations related to the observations
make and justify generalisations
14.3 Use available evidence to:
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical progression and include correct use of
scientific principles and ideas
Relevant Syllabus Focus Section
3. Plants and
animals have
specialised
structures to
obtain
nutrients from
their
environment
4. Gaseous
exchange and
transport
systems
transfer
chemicals
through the
internal and
between the
external
environments
of plants and
animals
Students learn to:
Students:

identify some examples that
demonstrate the structural and
functional relationships between cells,
tissues, organs and organ systems in
multi-cellular organisms
 describe the role of teeth in increasing
the surface area of complex foods for
exposure to digestive chemicals
 explain the relationship between the
length and overall complexity of
digestive systems of a vertebrate
herbivore and a vertebrate carnivore
with respect to:
– the chemical composition of their
diet
– the functions of the structures
involved

 explain the relationship between the
requirements of cells and the need for
transport systems in multi-cellular
organisms

identify data sources, gather, process,
analyse and present information from
secondary sources and use available
evidence to compare the digestive
systems of mammals, including a
grazing herbivore, carnivore and a
predominantly nectar feeding animal
NOTE: YOU
SHOULD BE
ABLE TO LINK
COLUMN TWO
INTO COLUMN
THREE
use available evidence to discuss,
using examples, the role of
technologies, such as the use of
radioisotopes in tracing the path of
elements through living plants and
animals
Questions/Tasks – with marking guidelines
1. (5 marks) With the aid of clearly labeled hand drawn diagrams, explain the relationship between the length
and overall complexity of digestive systems of a vertebrate herbivore, a vertebrate carnivore and a
predominantly nectar feeding animal with respect to:
* the chemical composition of their diet,
* the functions of the structures involved.(Word limit: 400 words maximum)
Marking Guidelines
High 5 marks
Medium 4 – 3 marks
Low 2 – 1 marks
Clearly explains the relationship
between the length and overall
complexity of digestive systems of a
vertebrate herbivore, a vertebrate
carnivore and a predominantly nectar
feeding animal.
Clearly explains the relationship
between the length and overall
complexity of digestive systems of at
least 2 organisms from the list below:
vertebrate herbivore, a vertebrate
carnivore and a predominantly nectar
feeding animal – with minor errors.
Attempts to explain the relationship
between the length and overall
complexity of digestive systems of at
least 2 organisms from the list below:
vertebrate herbivore, a vertebrate
carnivore and a predominantly nectar
feeding animal – with errors.
Clearly discusses the chemical
composition of diet for each organism
and the functions of the structures
involved.
Attempts to discuss the chemical
composition of diet and the functions
of the structures involved for at least 2
of the organisms.
DOES NOT attempt to discuss the
chemical composition of diet for at
least 2 organisms and the functions of
the structures involved.
Uses clear hand drawn diagrams to
support the answer, correctly
referenced.
Uses poorly drawn diagrams to
support the answer, correctly
referenced.
Writes a concise answer within the
word limit indicated, using correct
scientific language.
Writes a clear answer within the word
limit indicated, attempting to use
correct scientific language – with
some errors.
Provides poor diagrams (not hand
drawn) to support the answer,
attempting correct referencing.
Writes a poorly expressed answer
within the word limit indicated,
attempting to use correct scientific
language - with many errors.
2. (Word limit: 400 words maximum)
Using a table, compare and contrast the roles of the respiratory, circulatory and excretory systems. You must
include each system’s function and importance in the body. 5 marks
Marking Guidelines
High 5 marks
Medium 4 – 3 marks
Low 2 – 1 marks
Clearly compares and contrasts the 3
systems. Includes full function of each
system and includes key components
of each system. Each system is
accurately contrasted and the need for
different systems is identified.
The 3 systems are compared and
contrasted, however some information
is incorrect and/or missing. Most
functions of each system are included
and their need is identified. Key
components are identified for each
system.
Not all systems addressed and no/little
comparison or contrast between
systems has been made. Only some
components identified for each system
and the need for the system is vague
or irrelevant.
Writes a concise answer within the
word limit indicated, using correct
scientific language.
Writes a clear answer within the word
limit indicated, attempting to use
correct scientific language – with
minor errors.
Writes a poorly expressed answer
within the word limit indicated,
attempting to use correct scientific
language – with errors.
3. (5 marks) Identify and compare, the gaseous exchange surfaces in an insect, a fish, a frog and a mammal.
Include labelled diagrams of each gaseous exchange surface with a 150 word (max.) description of how that
organism exchanges gasses with its environment. Also include specifically which gasses are taken in and
excreted and why these gasses are needed for the body. 5 marks
High 5 marks
Medium 4 – 3 marks
Low 2 – 1 marks
Clearly identifies and compares the
gaseous exchange surfaces in each
organism and identifies the function of
each surface. Labelled diagrams are
simple, either hand drawn or printed,
and hand labelled. Concise and
accurate description of how the
organism exchanges gasses with the
environment. Absorbed and excreted
gasses for each organism are
accurately identified and gas function
is identified.
Identifies and compares the gaseous
exchange surfaces in each organism
and identifies the function of each
surface. Labelled diagrams are simple,
either hand drawn or printed, and
hand labelled with some
missing/incorrect information. A
description of how the organism
exchanges gases with the environment
is included, however not complete.
Absorbed and excreted gasses for each
organism are identified, function is
missing or irrelevant.
Not all organisms addressed in the
comparison of gaseous exchange
surfaces. Function of each is
identified. Diagram is printed with no
labels or incorrect labels. Description
of how the organism exchanges gases
with the enviroiment is weak and/or
incorrect. Absorbed and excreted
gases for each organism are not
identified and function is missing or
irrelevant.
Writes a concise answer within the
word limit indicated, using correct
scientific language.
Writes a clear answer within the word
limit indicated, attempting to use
correct scientific language – with
minor errors.
Writes a poorly expressed answer
within the word limit indicated,
attempting to use correct scientific
language – with errors.
4. (5 marks) Discuss the role of technologies, such as the use of radioisotopes in tracing the path of elements
through living plants and animals (Word limit: 400 words maximum)
Marking Guidelines
High 5 marks
Medium 4 – 3 marks
Low 2 – 1 marks
Clearly discusses the role of
technologies, such as the use of
radioisotopes in tracing the path of
elements through living plants and
animals.
Attempts to discuss the role of
technologies, such as the use of
radioisotopes in tracing the path of
elements through living plants and
animals.
Describes the role of technologies,
such as the use of radioisotopes in
tracing the path of elements through
living plants and animals.
Writes a concise answer within the
word limit indicated, using correct
scientific language.
Writes a clear answer within the word
limit indicated, attempting to use
correct scientific language – with
minor errors.
Writes a poorly expressed answer
within the word limit indicated,
attempting to use correct scientific
language – with errors.
5. (5 marks) Complete a bibliography for this task showing that you have used a variety (at least 3) different
media types (Books, Internet, Journals, Video, etc).
Marking Guidelines
High 5 marks
Medium 3-4 marks
Low 1 – 2 marks
Accurately completes a bibliography
for this task using (at least 2) different
media types (Books, Internet,
Journals, Video, etc).
Attempts to complete a bibliography
for this task, using (at least 2)
different media types (Books, Internet,
Journals, Video, etc).
Lists resources, using (at least 1)
different media types (Books, Internet,
Journals, Video, etc).
Total Marks
Comment:
/25