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Year 12 Biology
Assessment 2
Rationale
You have been studying Infectious Diseases focusing on how diseases are transmitted,
how animals and plants respond to disease and how the immune system of the human
body responds to disease. This assessment will be split into 2 parts.
Part 1 will be completed at home and Part 2 will be conducted in class time.
Tear off the slip below and submit to your teacher along with your work.
I attest that all work submitted as part of this assessment is my own and I acknowledge
that my submission may be checked for plagiarism.
Name:
Signed: Date: / / 18
Task number: 2 Weighting: 30% Timing: Term 2, Week 2
Nature of the task
Part 1 – You are a Biologist working for the World Health Organisation (WHO) and you have discovered
a brand new infectious disease caused by a brand-new pathogen. You must notify the public of the
dangers of the new disease through an informercial video, written report, brochure, poster or similar
format. Your notice should include references and must cover:
- How the disease is transmitted i.e. direct contact, indirect contact, vector, air-borne, water-borne,
blood-borne
- Relate the symptoms of the disease to the pathogens effect on the host cell e.g. a hemolytic
bacterium will cause a fever as it is causing blood cells to lyse (burst)
Part 2 – The Journal of Infectious Diseases and Epidemiology, a prestigious Scientific Journal has
asked you to write an article explaining the response of the human immune system when your
pathogen from part 1 is introduced to the body. Your article will be written in class. (You may
bring ONE A4 page draft with you for reference) and your final article should include:
- Given appropriate quantitative data, (provided for you on the day) a completed hand drawn
annotated graph showing how the immune system responds upon primary exposure to a
pathogen and secondary exposure.
Outcomes assessed
conducts investigations to collect valid and reliable primary and secondary data
and information BIO11/12-3
selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media BIO11/12-4
communicates scientific understanding using suitable language and terminology
for a specific audience or purpose BIO11/12-7
analyses infectious disease in terms of cause, transmission, management and
the organism’s response, including the human immune system BIO12-14
Marking Criteria
BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and
information
select and extract information from a wide range of reliable secondary sources and
acknowledge them using an accepted referencing style
BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information
using a range of appropriate media
select qualitative and quantitative data and information and represent them using a
range of formats, digital technologies and appropriate media (ACSBL004, ACSBL007,
ACSBL064, ACSBL101)
apply quantitative processes where appropriate
BIO11/12-7 communicates scientific understanding using suitable language and terminology for
a specific audience or purpose
select and use suitable forms of digital, visual, written and/or oral communication
select and apply appropriate scientific notations, nomenclature and scientific language
to communicate in a variety of contexts (ACSBL008, ACSBL036, ACSBL067,
ACSBL102)
BIO12-14 analyses infectious disease in terms of cause, transmission, management and the
organism’s response, including the human immune system
classifying different pathogens that cause disease in plants and animals (ACSBL117)
investigate modes of transmission of infectious diseases, including direct contact,
indirect contact and vector transmission
analyse responses to the presence of pathogens by assessing the physical and
chemical changes that occur in the host animals cells and tissues (ACSBL119,
ACSBL120, ACSBL121, ACSBL122)
explain how the immune system responds after primary exposure to a pathogen,
including innate and acquired immunity
investigate procedures that can be employed to prevent the spread of disease,
including but not limited to: (ACSBL124)
- hygiene practices
- quarantine
- vaccination, including passive and active immunity (ACSBL100, ACSBL123)
Outcome Developing – 1-2 Marks Elementary – 3-4 Marks Substantial – 5-6 Marks High- Outstanding: 7-10 Marks
BIO11/12-3 References made to Student references 3 Student references over Student references 10 or more resources correctly, with all
conducts investigations to collect sources, but referencing resources. At least 1 5 resources correctly, references being from a reliable source.
valid and reliable primary and style is incorrect and source is reliable. Errors in with at least 2 references
secondary data and information sources are unreliable referencing style being from a reliable
Maximum marks 10 source.
Outcome Developing – 1-2 Mark Elementary- 3-4 Marks Substantial – 4-5 Marks High – 6-7 Marks Outstanding-8-10 Marks
BIO11/12-4 Disease is not based on Disease is created based Disease is created Disease created is Disease created is based on a real-
selects and processes appropriate real-life pathogen type and on real-life pathogen and based on a real-life based on a real-life life pathogen type (bacteria, virus,
qualitative and quantitative data and no quantitative data is quantitative data about the pathogen type, SOME pathogen type, and parasite, fungus)
information using a range of present pathogen is present but quantitative data about most quantitative and any quantitative data about the
appropriate media not feasible or relevant the pathogen is relevant data about the pathogen is relevant and feasible
and feasible but most pathogen is relevant
Maximum marks 10 data may be irrelevant or and feasible
non-feasible
Outcome Developing: Elementary: 3-4 Substantial: 5-6 High: 7-8 Marks Outstanding: 9-10
1-2 Marks Marks Marks Marks
BIO11/12-7 Outbreak notice Outbreak notice is Outbreak notice is in Outbreak notice created is in a relevant and Outbreak notice created is
communicates scientific is missing or created, but not in a relevant form original form in a relevant, creative and
incomplete relevant form, original form
understanding using
Some repetitive Use of a variety of scientific metalanguage is Both article and outbreak
suitable language and Negligible Scientific scientific notice use a variety of
evident but not consistent (at least 10 words)
terminology for a specific scientific metalanguage is metalanguage is scientific metalanguage (at
audience or purpose metalanguage is used at one or two used at several points least 15 words) throughout
Maximum Marks 10 used (1 word) points (2-3 words) (at least 5 words) the assessment.
Outcome Part Developing- Elementary-3-4 Substantial- 5-7 High- 6-8 Outstanding – 9-10
1-2 Marks Marks Marks Marks Marks
BIO12-14 Describes disease Identifies disease and Classifies disease as Classifies disease Classifies disease as
but not its cause a cause. Cause may caused by a bacteria, virus as caused by a caused by a bacteria, virus
analyses infectious
not be feasible or fungus. bacteria, virus or or fungus.
disease in terms of cause, Mode of . fungus.
transmission, management 1: transmission non- Mode/s of 1 mode/s of transmission Mode/s of transmission of
and the organism’s Outbreak feasible or not transmission of of disease is included and Mode/s of disease is included, defined
Notice mentioned disease is mentioned defined. Definition may not transmission of Includes by name at least 2
response, including the specifically name: direct of: direct contact, indirect
disease is included
human immune system Symptoms listed Symptoms of the contact, indirect contact and defined. contact and vector
Maximum marks 20 10 Marks disease are listed and and vector Includes by name
Disease prevention explanation of the at least 1 of: direct Symptoms of disease are
methods missing or symptoms is Symptoms of the disease contact, indirect listed, and detailed
irrelevant attempted but are included, with some contact and vector explanation (at least 3
incomplete explanation (at least 1 reasons given) is made of
reason given) as to why Symptoms are why symptoms are
1 disease prevention symptoms are occurring listed, and thorough occurring.
method is included explanation (at least
and relevant. 2 reasons given) is At least 3 disease
No comment is made At least 1 disease present as to why prevention methods are
on its effectiveness prevention method symptoms are included, and detailed
included and simple occurring explanation (at least 3
explanation (at least 1 reasons given) of their
reason given) of its At least 2 disease efficacy also included
efficacy is included prevention methods
are included and
thorough
explanation (at least
2 reasons given) of
their efficacy also
included
Developing- 1 Elementary- 2 Substantial – 3-5 High- 6-8 Marks Outstanding – 9-10
Mark Marks Marks Marks
Article defines Article defines and article defines and article defines and article defines and explains
primary and explains the primary explains the primary and explains the the immune response after
secondary immune and secondary secondary response to a immune response primary and secondary
response without response to a pathogen with some after primary and exposure to a pathogen
further explanation pathogen using: reference to secondary exposure with reference to
2: Immune a basic diagram or B cell and T cells to a pathogen with B cell and T cell:
Hand drawn graph without correct explanation -lifecycle
Response diagram from data mention of B cells Hand drawn diagram from of B cell and T cell: -role
Article is attempted but and T cells data is neat, drawn in -role -production at 1st and 2nd
incorrect. pencil and has annotations - production at 1st exposure
10 Marks Annotations on Hand drawn diagram which show that second and 2nd exposure
diagram are from given data is exposure causes a Hand drawn diagram from
irrelevant neat, drawn in pencil. stronger immune response Hand drawn data is neat, drawn in pencil
Annotations may be than on first exposure diagram from data and is annotated with
irrelevant or is neat, drawn in specific reference to:
inaccurate Mentions and includes pencil and has strength of 1st vs 2nd
definitions of innate and annotations response, points of first
mentions innate and acquired immunity. specifying: strength exposure, second exposure
acquired immunity of 1st vs 2nd to pathogen, points of B
response, point of and T cell production
first exposure, point
of second exposure Use of diagrams/flowcharts
to pathogen is included at relevant
points in article
Use of
diagrams/flowcharts includes definitions of
, but placement may innate and acquired
not be relevant immunity with at least 2
examples of each
Mentions and
includes definitions
of innate and
acquired immunity
with at least 1
example of each.
Teacher Feedback: ----------------------------------------------------------------------------------------------------
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Self-Reflection:
What I did well What I wasn’t sure about What do I need to study or do to
improve?
Checklist for Part 2 – In Class Article
Here are some questions that you may wish to answer in your article.
Remember your audience are fellow scientists
Can you show using a graph how the immune system responds to
pathogens?
second time?