Assignment 2 - katie-king.weebly.com · 16495021: ASSIGNMENT 2 2 2 HSC Quarantine Assessment Task Part A. Independent research and instructional video A.1 Video link Outcomes (NSW

16495021: ASSIGNMENT 2

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Assignment 2

Katie King

16495021


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HSC Quarantine Assessment Task

Part A. Independent research and instructional video

A.1 Video link

Outcomes (NSW Education Standards Authority [NESA], 2017):

BIO12-14 Analyses infectious disease in terms of disruption to homeostatic

mechanisms and the organism’s response, including the human

immune systems

Content (NESA, 2017):

Inquiry Question: How can the spread of infectious diseases be controlled?

• Investigate procedures that can be employed to prevent the spread of disease,

including but not limited to:

- Quarantine

Video link: https://www.youtube.com/watch?v=GXjNLqYiqh4&feature=youtu.be

A.2 Completed Lecture Module Activities

A.2.1 Week 6 Lecture Activity

One area of the HSC syllabus that I believe requires particularly good

Pedagogical Content Knowledge (PCK) is the area of adaption and natural selection.

https://www.youtube.com/watch?v=GXjNLqYiqh4&feature=youtu.be


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Students can develop fundamental misconceptions in this area of science that can

greatly affect their understanding of the basic concept of adaptation and the method

by which adaptation occurs. One pedagogical method I would use to develop student

knowledge in this area is that of role-playing and student activity. Students would

leave the classroom environment to engage in an activity whereby they act as a

predator to capture ‘prey’ in the form of coloured toothpicks that either blend in or

stand out against the surrounding environment. By linking the colours of the

toothpicks to animal adaptations, this activity would provide students with a personal

experience they can utilise to build their knowledge regarding the concept of

adaptations.


Task answers:

1. One finding of the study that resonated with me with regards to Biology was

the results of the resources and planning section. An interesting aspect of the

results was that teachers placed importance on the creation of resources

separate from textbook learning. Similar to some teachers in the study, I

believe student engagement can be achieved through classroom discussions

and tasks based around current topics students have prior knowledge about

(i.e. subjects that are topical in media). This is particularly important in the


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content rich topic of Biology, where student relevance can assist students to

link subject ideas to real world examples.

2. The finding informs the way I would approach teaching in that I need to

develop methods of staying current with topical subjects in media relevant to

science, or find ways to link topical subjects to science.

Reply to discussion:

I agree that taking the time to learn student interests and incorporating these

interests into lessons is an effective method of forming positive relationships with

students. By doing this, students being to recognise that their opinions, interests and

any questions they may raise in class are valued by the teacher.


Last name King

First name Katie

Type of resource Virtual lab

Name of resource Cell structure

URL https://www.explorelearning.com/index.cfm?method=cResourc

https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=450


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e.dspView&ResourceID=450

Resource

description

This virtual lab allows students to explore the structure of

animal and plant cells. The simulation allows students to

visualise different cell organelles and are provided information

regarding their structure and function.

Brief lesson

description

The simulation could be used to allow students to build

knowledge of cell structures of both plant and animal cells,

observing differences between the two. Students could also use

the visualisations to differentiate cell organelles by their

structure and link to function.

HSC Biology

module: Provide

name and number

Module 1 - Cells as the basis of life

Content dot points

within module

Inquiry question: What distinguished on cell from another?

Students: investigate a variety of prokaryotic and eukaryotic cell

structures, including but not limited to: - drawing scaled

diagrams of a variety of cells, - comparing and contrasting

different cell organelles and arrangements, - modelling the

structure and function of the fluid mosaic model of the cell

membrane.

Part B. Assessment task

Outcomes (NESA, 2017):

https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=450


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mechanisms and the organism’s response, including the human

immune systems

BIO11/12-4 Selects and processes appropriate qualitative and quantitative data and

information using a range of appropriate media

BIO11/12-6 Solves scientific problems using primary and secondary data, critical

thinking skills and scientific processes

BIO11/12-7 Communicates scientific understanding used suitable language and

terminology for a specific audience or purpose

Content (NESA, 2017):

Inquiry Question: How can the spread of infectious diseases be controlled?

• Investigate procedures that can be employed to prevent the spread of disease,

including but not limited to:

- Quarantine

• Describe a variety of infectious diseases caused by pathogens, including

microorganisms, macroorganisms and non-cellular pathogens, and collect

primary and secondary-sourced data and information relation to disease

transmission

B.1 Scaffold of student learning

Prior to the assessment task, students would have completed the Inquiry

questions “How are diseases transmitted?” “How does a plant or animal respond to

infection?” and “How does the human immune system respond to exposure to a

pathogen?” (NESA, 2017, pg. 51) to attain background knowledge regarding


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infectious disease, transmission methods and vectors, significance of studying disease

through societal effects and organisms responses to infection. Students would be

taught the metalanguage of disease, specifically focussing on the terms ‘symptom’,

‘treatment’, ‘transmission’, ‘direct contact’ and ‘indirect contact’, as well as

‘bacteria’, ‘virus’, ‘fungi’ and ‘prion’. Students would study various infectious

pathogens and use these terms to compare diseases in terms of causal factors, spread

and human responses. Subsequent to this, student learning would focus on

preventative measures to infectious disease. Students would compare methods of

prevention including vaccinations, quarantine, hygiene and public health campaigns,

as per the syllabus (NESA, 2017, pg. 52). During this instruction, students would

explicitly contrast the terms prevention and treatment, in order to understand

treatment occurs after someone has become infected, whereas prevention occurs in

order to stop someone becoming infected. Students would be asked to justify why

preventative measures are important to improve understanding of impact of disease on

society. To introduce students to the subject of quarantine specifically, students would

watch the above instructional video to gain a general understanding of the topic.

Students would then be asked to research instances where quarantine has been

effective in preventing the spread of disease. Students would also participate in an

excursion to explore Quarantine Station in Sydney. This would help students visualise

a historical quarantine station for the purposes of their assignment.

In relation to the task requirement to design of a quarantine station, students

would be exposed to design methodology at various points throughout the HSC

syllabus. Students would be asked to create models of biological phenomena. Student

confidence in design in general would be built during the design of practical

investigations throughout the unit. If students are not confident building or drawing a


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floor plan of their quarantine station, they may create a video to describe how they

would set up their quarantine station. This would favour students with higher literacy

and communication skills. Scaffolds to assist the creation of a video would include

the earlier provision of a written set of instructions to describe the editing process.

B.2 Document of instructions


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BIOLOGY Stage 6 HSC Course

Assessment Task No. 3 Task Weight: 30 %

Module 7: Infectious Disease Quarantine Station:

Group Research and Design Problem-Based Task

Student Name:

Teacher:

Date of Issue: Friday 14th June 2019 Due of Submission: Friday 19th July 2019 Declaration

• I declare, to the best of my knowledge, this submission is all my own work and does not contain material previously published, except where acknowledgement has been made.

• I have read and understood the NESA Rules and Procedures for Higher School Certificate Candidates booklet

• I declare I have a copy of this original assignment, or legible photographic evidence, in my possession.

• I am aware I will received a mark of zero if the task is submitted late unless an appeal and doctor’s certificate is approved.

• I am aware that any work that exceeds 10% above the word/time limitations will not be marked. Student signature: _________________________ Date: ____________

------------------------------------------------------------------------------------------------------------------------

HSC Assessment Task No. 3 Receipt of Submission

Student Name: _____________________________

Date Due: ____________________ Date Submitted: ___________________

Teacher Name: __________________ Teacher Signature: __________________


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Outcomes


mechanisms and the organism’s response, including the human immune

systems

BIO11/12-4 Selects and processes appropriate qualitative and quantitative data and

information using a range of appropriate media

BIO11/12-6 Solves scientific problems using primary and secondary data, critical

thinking skills and scientific processes

BIO11/12-7 Communicates scientific understanding used suitable language and

terminology for a specific audience or purpose

Task Description

The World Health Organisation (WHO) has been monitoring an outbreak of Black Plague

in Malaysia. They have advised countries to increase border defence against disease to

prevent further spread. The New South Wales Government has commissioned a number

of organisations, your group of scientists and architects included, to design a quarantine

station to be built at Sydney Airport.

You are to work in Groups of 3 to conduct research regarding Black Plague symptoms,

transmission and treatment, the concept of quarantine and features of quarantine stations.

You are then to design a quarantine station for an airport. This station can be either a

permanent structure or a quickly assembled structure to be used when necessary (you

must justify your decision in your presentation). You may design your quarantine station by

creating ONE of the following:

• A labelled 3D model of your station (choose an appropriate size for class

presentation)

• A labelled floor plan/map of your station, either computer or hand drawn (choose an

appropriate size for class presentation)

• A video explaining the features of your station (5-7 minutes in length)

You must present your research as a PowerPoint presentation to the class (5-7 minutes in

length). Your presentation must include aspects of Black Plague (including symptoms,

transmission and treatment) and link these concepts to the importance of quarantine. You


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must use your 3D model or floor plan to present the ideas behind your quarantine station

to the class, explain features incorporated in your station, and justify decisions made

during the design process using your research about the disease and the features of

quarantine. NOTE: if you choose the video option, your justifications must be included in

the video; your class presentation will focus solely on aspects of swine flu.

In your design, you should consider:

- Quarantine/isolation levels

- Filtration

- Sterilisation

- Decontamination

- Hospital ward for quarantined patients

- Triage ward for testing patients

- Outgoing waste systems

- Personal protection strategies

- Administration area for records

What to submit

As a group, you must submit your quarantine station design (either a hard copy of your

design or a USB with your video, depending on your choice of medium). You must also fill

in and submit the attached document, stating contributions of each group member to the

task. Attach the group contributions sheet (1 copy) to your groups signed cover sheets (1

for each member). Each group member will receive a receipt of submission when the task

has been accepted.

Referencing

You are to provide a complete reference list (with a minimum of 3 references) at the end of

your assignment using APA referencing style, as per previous instruction.


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Group Member Contributions to the task


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B.3 Marking guide

Criteria Limited Basic Sound High Outstanding

Describe microorganism resulting in disease and the consequent human reaction (BIO12-14; BIO11/12-4)

Recalls limited knowledge and has elementary understanding of cause and effect of infectious disease

Recalls basic knowledge and understanding of cause and effect of infectious disease

Demonstrates sound knowledge and clear understanding of cause and effect of disease

Demonstrates thorough knowledge and understanding of cause of effect of disease

Demonstrates an extensive knowledge and understanding of cause and effect of infectious disease

Discuss the transmission of the disease and relate transmission to the significance of quarantine measures and pandemics (BIO12-14; BIO11/12-4)

Provide, using simple qualitative data, the transmission of the infectious disease

Provide, using, fundamental qualitative data, the transmission of the infectious disease and provide some link to quarantine measure

Provides, using qualitative data, the transmission of the infectious disease and explain links to quarantine measures

Explain, using qualitative data, the transmission of the infectious disease and coherently link to concepts of quarantine measures

Analyses and evaluates data regarding transmission of the infectious disease and link to concepts of quarantine measures

Synthesis and justify a quarantine station layout/explanation, explaining relevant design features (BIO11/12-4; BIO11/12-6)

Identifies and applies knowledge and information of scientific concepts to plan a quarantine station

Identifies and applies knowledge and information of scientific concepts to plan a quarantine station and fundamentally justifies design

Generally discusses and applies knowledge and information of scientific concepts to plan a quarantine station and frequently justifies design

Correctly discusses and applies knowledge and information of scientific concepts to plan a quarantine station and effectively justifies design

Correctly and extensively discusses knowledge and information of scientific concepts to plan a quarantine station and succinctly and logically justifies design

Clearly communicates presented information using appropriate scientific language (BIO11/12-7)

Communicates using fundamental written/verbal expression, using general biological terms occasionally, and graphics where appropriate

Communicates uses fundamental written/verbal expression, using some general biological terms correctly, and graphics where appropriate

Communicates using clear written/verbal expression, using general biological terms frequently and correctly, and graphics where appropriate

Communicates effectively, using precise biological terms frequently and correctly, and graphics where appropriate

Communicates succinctly, logically and sequentially, using precise biological terms extensively and correctly, and graphics where appropriate


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B.4 Expected learning from task

By completing the assignment, students will present either a three-dimensional

model of a floor plan, a 2D floor plan (either hand drawn or computer generated) or a

video describing a plan for a quarantine station. In order for students to complete this

task they must research and understand concepts of quarantine including levels of

quarantine and isolation, treatment facilities, filtration systems, sterilisation,

decontamination and personal protection. Student critical thinking and problem

solving skills must then be used to create a logical design for their station. The

assessment therefore assists in the building of problem-solving and critical thinking

skills, which are considered to be critical skills to learn for student ongoing success

(Kandemir & Gür, 2009).

Students must also justify their decisions regarding their station with specific

reference to the spread of disease. Students must demonstrate an understanding of the

scientific terminology associated with infectious disease. In particular should consider

modes of transmission, and relate this back to the overall topic of quarantine. Students

must also understand concepts of societal impacts of disease in order to justify their

quarantine structure. This would specifically be discussed during the justification of

the type of structure they design (i.e. a permanent structure or quick build temporary

structure).

Part C. Justification

The instructional video and assessment task incorporate a range of different

pedagogical strategies in their conception. In particular, the strategies of technology,


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logical information presentation and visualisation in instructional videos, as well as

students choice and differentiation, drawing and scaffolds in assessment will be

addressed.

The information presented in Part A acts as background information to assist

basic student comprehension of quarantine for further class-based discussion (Chan,

2010). The information is concisely grouped into a logical sequencing pattern. By

grouping relevant information together, the cognitive load required to process the

information is reduced, allowing students to more easily process the material (Chan,

2010). The presentation of information in video format also further assists the

lowering of cognitive load by allowing students to engage with the medium in a way

best suited to their learning needs (Chan, 2010; Forbes et al., 2016). By adding

visualisations, the presentation also assists students to visualise and understand

concepts of quarantine. In particular, the video includes a map of North Head

Quarantine station in order to demonstrate the vastness of the area and make students

realise the large undertaking quarantine can be. Also the incorporation of a

visualisation of an air filtration system allows students to more readily visualise how

filtration works.

The assessment task requires students to design a quarantine station by

building knowledge and understanding of aspects and concepts involved in quarantine

stations prior to planning a floor map that incorporates their researched features. The

task was designed to avoid traditional question and answer assessment style. This

follows recent trends diverging from conventional assessment (Lee, Lin & Tsai,

2013). Furthermore, the design nature of the task and the requirement of students to

justify their product, means that students must use their research, knowledge and

critical thinking skills to solve a problem (the need for an airport quarantine base).


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This higher skill set is an important aspect of the assessment task as it promotes

cognitive development through challenge-based learning (Siegal Wisseher &

Halverson, 2008). By using this representation of scientific ideas in conjunction with

a real world scenario, students demonstrate their ability to use inquiry-based, goal-

orientated learning to solve problems (Quellmalz et al., 2012; Van Meter et al. 2006).

Furthermore, research suggests that the incorporation of pictorial

representations into higher order tasks can positively impact student outcomes (Van

Meter et al., 2006). In essence, by creating a quarantine station plan, students generate

a visual representation of their textual-based research (Van Meter et al., 2006). The

process of generating this visual representation assists student cognitive organisation

of conducted research, resulting in increased student outcomes (Van Meter et al.,

2006). This aspect of the assessment could particularly help low literacy and EAL/D

students engage with the task. The assessment task, however, does not ignore diverse

classroom in which some students may not be design or drawing-orientated learners.

For students who are more literacy orientated, the option exists to create an ICT based

resource to promote or sell their design, using descriptions and explanations of the

features and concepts of quarantine they have incorporated. By explicitly stating that

these students must present their knowledge in video format, teachers are encouraging

the development of ICT skills as well as creative thinking.

There has been a recent increase in the use of learner-centred education, which

has permeated into the area of assessment (Lee et al., 2013). Research has indicated

that lack of choice in educational settings can reduce student outcomes and therefore

have a negative effect on the learning experiences of students (Hennessy et al., 2010).

The use of choice in the assessment task, therefore allows learners to more readily

engage with the task (Waters, Smeaton & Burns, 2004). This differentiation means


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that teachers are assessing the same outcomes for all students, while allowing for

equality due to diverse needs during the assessment (Siegal et al., 2008).

Scaffolds are a key feature of assessment tasks in order to direct and support

students (Siegal et al., 2008). The assessment task is scaffolded in that it provides

students with specified information regarding topics that should be included in their

submission. By providing students with a list of topics relating to quarantine and

features of quarantine stations, teachers can effectively guide student thinking (Siegal

et al., 2008). The marking guide is also scaffolded for students in that the outcome

syllabus reference numbers have been connected to the criteria. This allows students

to link terminology from the marking guide to syllabus based required outcomes. This

was done, as research suggests that in order to improve student learning during

assessment tasks, students must be explicitly aware of the outcomes required of them.

This can assist students to focus their learning (Fenhsam & Cumming, 2013).


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References

NSW Education Standards Authority. (2017). NSW syllabus for the Australian

curriculum: Biology Stage 6 syllabus. NSW Government. Retrieved from

http://syllabus.bostes.nsw.edu.au

Chan, Y. M. (2010). Video instructions as support for beyond classroom learning.

Procedia Social and Behavioural Science, 9(1), 1313-1318. doi:

10.1016/j.sbspro.2010.12.326

Fensham, P. J. & Cumming, J. J. (2013). “Which Child Left Behind”: Historical

issues regarding equity in science assessment. Education Sciences, 3(3), 326-

343. doi: 10.3390/edusci3030326

Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., Barr, N.,

Alla, K., Bright, P., Dayton, J., Simbag, V. & Visser, I. (2016). Use of videos

to support teaching and learning of clinical skills in nursing education: A

review. Nurse Education Today, 42(1), 53-56. doi: 10.1016/j.nedt.2016.04.010

Hennessy, E., Hernandez, R., Kieran, P. & MacLoughlin, H. (2010). Teaching and

learning across disciplines: student and staff experiences in a newly

modularised system. Teaching in Higher Education, 15(6), 675-689. doi:

10.1080/13562517.2010.507301

Kandemir, M. A. & Gür, H. (2009). The use of creative problem solving scenarios in

mathematics education: views of some prospective teachers. Procedia Social

and Behavioural Sciences, 1(1), 1628-2635. doi: 10.1016/j.sbspro.2009.01.286

Lee, M., Lin, T. & Tsai, C. (2013). Proving or improving science learning?

Understanding high school students’ conceptions of science assessment in

Taiwan. Science Education, 97(2), 244-270. doi: 10.1002/sce.21046

http://syllabus.bostes.nsw.edu.au/


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Quellmalz, E. S., Timms, M. J., Silberglitt, M. D. & Buckley, B. S. (2012). Science

assessments for all: Integrating science simulations into balanced state science

assessment systems. Journal of Research in Science Teaching, 49(3), 363-393.

doi: 10.1022/tea.21005

Siegal, M. A., Wissehr, C. & Halverson, K. (2008). Sounds like success: A

framework for equitable assessment. The Science Teacher, 75(3), 43-46.

Retrieved from http://search.proquest.com.ezproxy.uws.edu.au

Van Meter, P., Aleksic, M., Schwartz, A. & Garner, J. (2006). Learner-generated

drawing as a strategy for learning from content area text. Contemporary

Educational Psychology, 31(2), 142-166. doi: 10.1016/j.cedpsych.2005.04.001

Waters, F. H., Smeaton, P. S. & Burns, T. G. (2004). Action research in the secondary

science classroom: Student response to differentiated, alternative assessment.

American Secondary Education, 32(3), 89-104. Retrieved from

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Assignment 2 - katie-king.weebly.com · 16495021: ASSIGNMENT 2 2 2 HSC Quarantine Assessment Task Part A. Independent research and instructional video A.1 Video link Outcomes (NSW