Yr 11 Biology Repro and Genetics Extended Response

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11 Δεκ 2012 (πριν από 4 χρόνια και 8 μήνες)

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G
enre
: Essay PowerPoint Presentation

Length:

Approx. 800
-
1000 words.

5
-
8 minutes

Due Dates:

Monday 3 November, 2008

Friday 21 November, 2008


The Office of the Gene Technology Regulator (OGTR)

is an Australian Government regulatory agency located within
the Health and Aged Care portfolio. The OGTR was established by the Gene Technology Act 2000 to be
responsible for a national scheme to regulate genetically modified organisms (GMOs).


TASK:

Ass
ume the role of the Minister responsible for the Health and Aged Care portfolio.
Your task is to examine both
sides (pros and cons) of th
e

issue of g
enetic engineering to develop an expert opinion
on genetic engineering or
genetically modified foods
.
Your

research
findings
and opinion
are

to be written into

an essay
and present
ed

in a
PowerPoint presentation
for a genetic engineering conference
.


Your
research will need to investigate topics such as:



what is genetic engineering or genetically modified food
s
?




current issues in Australia and around the world;



benefits and problems;
(advantages and disadvantages)
and



social, ethical and financial issues.


The
information in your presentation

is to be written in essay style (introductory paragraph, body parag
raphs and concluding
paragraph).
The PowerPoint must
present

this information in the form of visual slides
with a
n accompanying

speech
.


They must
both
be written in your words and must acknowledge the sources of your information.


FINDING INFORMATION

You

are encouraged to use the St Patrick's College assignment research booklet. The sources you should consider include:





textbooks,



contacting organizations,



Internet sites (Study Search),



Newspaper articles

(EDSCO)
,



P
eriodicals

(EDSCO)
.


ORGANISING & PRES
ENTING



You are required to present your information in the format of
both
an
essay

and a PowerPoint presentation
.

Diagrams may be
included and must be referred to, however, they are not essential.



Referencing is vital and all major points must be reference
d.

Refer to referencing handout or the Student Handbook available to
you from the Library.


In text referencing and a full Bibliography

is required
.



Your essay is to be attached to this Task Sheet and shall be submitted on Monday 3 November, 2008.



PowerP
oint presentations shall be assessed on 21 November, 2008. An electronic version of your PowerPoint is also to be submitted
on this day.


S
T
P
ATRICK

S
C
OLLEGE
,

S
HORNCLIFFE

Year 11 Biology

Semester 2, 2008

Mrs Newman/ Mrs Tually

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Student’s Name:

……………………………….……………….. Teacher: Mrs D Tually / Mrs A
-
䰠乥w
浡n

Key Concepts:

1

Cells are the functioning units of all living things.


6

There a
re mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

Key Ideas:

5

Cell division is an integral part of growth and reproduction
.

17

Living things employ a variety of reproductive strategies
.

18

Human
understanding of the mechanisms of reproduction and DNA structure and function

have led to intervention in natural processes
.

22

In most organisms
,

coded instructions within the DNA molecu
le account for their inherited
characteristics
.

23

During reproducti
on DNA is passed from parent(s) to offspring
.

24

The genetic variations within a population determines long
-
term survival
.



Name: ______________________________





A

B

C

D

E

Level

Understanding biology

The student communicates their
understanding of genetic engineering
by:



making links between related ideas,
concepts, pri
nciples and theories to
reveal meaningful interrelationships



applying knowledge and
understanding to a range of
complex and challenging tasks for
genetic engineering.

The student communicates their
understanding
of genetic
engineering
by:



explaining idea
s, concepts,
principles and theories and
describing interrelationships
between them



applying knowledge and
understanding to a range of
complex tasks

for genetic
engineering
.

The student communicates their
understanding
of genetic
engineering
by:



defining
and describing
ideas, concepts, principles
and theories, and identifying
interrelationships



applying knowledge and
understanding to
genetic
engineering.


The student communicates
their understanding
of genetic
engineering
by
:



stating ideas and using
termin
ology relevant to
concepts and recalling
interrelationships.

The student states
terminology and ideas
relevant to
genetic
engineering
concepts.


Investigating biology

The student communicates
investigative processes by:



formulating justified researchable
questions



designing, modifying and
implementing investigations



collecting and organising data to
identify trends and
interrelationships





interpreting and critically analysing
results with links to theoretical
concepts to draw conclusions
relating to
the

G
enetic Engineering
policy



evaluating the design of the
investigation and reflecting on the
adequacy of the data collected and
proposing refinements.

The student communicates
investigative processes by:



formulating researchable
questions



selecting, modifyin
g and
implementing investigations



collecting and organising data to
identify trends



interpreting results and drawing
conclusions relating to the
Genetic Engineering policy



evaluating the design of the
investigation and the adequacy of
the data collected.

The student communicates
investigative processes by:



identifying researchable
questions



selecting and implementing
investigations



collecting and organising
data



discussing results and
drawing conclusions.

The student communicates
investigative processes by
:



following instructions to
collect and organise data



using data to answer
questions.

The student
communicates
investigative
processes by
following instructions
to collect and organise
data.


Evaluating biological issues

The student communicates by:



gath
ering, critically analysing and
evaluating information and data
from a variety of valid and reliable
sources



integrating the information and data
to make justified and responsible
decisions

about genetically
modification and/or foods.



considering alternati
ves and
predictions relevant in past, present
and future biological contexts.

The student communicates by:



gathering, analysing and
evaluating information and data
from a variety of valid and reliable
sources



integrating the information and
data to make su
pported decisions

about genetically modified foods.



recognising alternatives and
predictions that are relevant in a
range of present
-
day biological
contexts.

The student communicates by:



gathering information and
data from a variety of
sources



selecting re
levant
information and data to
make plausible decisions
and predictions
about
genetically modified foods.



recognising concepts that
form the basis of present
-
day biological issues.

The student communicates
by:



gathering and using
biological information to
make statements



recognising that
genetically modified foods

has biological implications.

The student
communicates by
using supplied
information to make
statements.