TASK PLANNER

STUDENT NAME
LEARNING AREA Science
TEACHER K Andriopoulos
YEAR / SUBJECT 12 Biology
TASK NAME Science as a Human Endeavour Task
Planning template (compulsory): week 1 term 2
TASK DESCRIPTION
DUE DATE Draft report (optional): week 5 of term 2
Final report: week 8 of term 2
In this task you will investigate an aspect of contemporary Biology with a particular emphasis on the interaction
between society and science. How human ingenuity and application of biological knowledge and understanding
can be used to improve human lives and to consider the impact of this development

You will need to select and explore a recent discovery, innovation, issue or advancement linked to one of the
topics within Biology. You will analyse and synthesise information from a range of sources to explain the science
relevant to the focus of your investigation, show its connections to science as a human endeavor and develop and
justify your own conclusions.

You may choose to present your research findings as either an article in a scientific journal, as a written report
providing an expert’s point of view, an analysis of a new development in a field or a concern about a development
that has economic, social, environmental or political implications

Your research, findings and outcome should have a focus on at least one of the key concepts of Science as a
Human Endeavour listed below.

The key concepts of science as a human endeavour in the study of Biology are:

Communication and Collaboration

 Science is a global enterprise that relies on clear communication, international conventions, and
review and verification of results.
 Collaboration between scientists, governments, and other agencies is often required in scientific
research and enterprise.
Development
 Development of complex scientific models and/or theories often requires a wide range of evidence
from many sources and across disciplines.
 New technologies improve the efficiency of scientific procedures and data collection and analysis.
This can reveal new evidence that may modify or replace models, theories, and processes.
Influence
 Advances in scientific understanding in one field can influence and be influenced by other
areas of science, technology, engineering, and mathematics.
 The acceptance and use of scientific knowledge can be influenced by social, economic, cultural,
and ethical considerations.

Application and Limitation

 Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions,
make discoveries, design action for sustainability, evaluate economic, social, cultural, and
environmental impacts, offer valid explanations, and make reliable predictions.
  The use of scientific knowledge may have beneficial or unexpected consequences; this
requires monitoring, assessment, and evaluation of risk, and provides opportunities for
innovation.
 Science informs public debate and is in turn influenced by public debate; at times, there
may be complex, unanticipated variables or insufficient data that may limit possible
conclusions.

Part A : Inspiration
1. Use the internet and the school library data bases to undertake an initial search of Biology that is of
interest to you.

Possible starting points for the investigation could include, for example:
 the announcement of a discovery in the field of biology ie CRISPR
 an expert’s point of view on a controversial innovation
 a TED talk based on a development in biology
 an article from a scientific publication (e.g. Cosmos)
 public concern about an issue that has environmental, social, economic, or political implications
 school library online databases

Possible contexts for your investigation can be found within the right-hand column of the
subject outline next to the following symbol:

https://www.sace.sa.edu.au/web/biology/stage-2-in-2018/planning-to-teach/subject-outline

Consider the technology, ethics, benefit to humans, costs, environmental concerns etc. of this topic of
interest.
Keep the 4 SHE concepts at the forefront of your mind.
2. Link your chosen focus to one or two of the key concepts of SHE. Use the template to record links
between the article and SHE areas.

Part B: Refinement of Chosen Topic

3. Need to search for a number of articles, data or other information that you could use to support your
discussion. Collected references should enable you to provide a comprehensive and detailed report,
with highly relevant biology.
4. Record the resources in a reference list using Harvard Referencing.

Part C: Writing the Scientific Report

Your report must include:
 an introduction, to identify the focus of the investigation and the key concepts of science as a human
endeavour that it links to (approx. 100 words)
 relevant biology concepts or background (this should support your report but not be the focus) (approx.
100 words)
 an explanation of how the focus of the investigation illustrates the interaction between science and
society
 a discussion of the potential impact or application of the focus of the investigation, e.g. further
development, effect on quality of life, environmental implications, economic and/or social impact,
influence on human activities, etc.
 a conclusion (approx. 100 words)
 citations and referencing.
 some appropriate diagrams, graphs or tables to improve the effectiveness of your communication. All
diagrams used need to be labelled and referenced appropriately

ASSESSMENT
Students may submit one draft of the final scientific communication for feedback.
 Word Count: maximum of 1500 words for Part C.

This task will assess student ability against the following specific features of the assessment design criteria:

Criteria What meeting a high performance standard looks like

IAE3 Analysis and interpretation of You have researched the topic in depth and your report is well
data and other evidence to referenced.
formulate and justify You have justified conclusions drawn (regarding the interaction
conclusions. between science and society and the purpose, potential impact or
application of the focus of your investigation) using evidence from
credible sources.

KA1 Demonstration of knowledge The biology covers a range of biology potentially from different
and understanding of biological areas of the subject outline. You show deep understanding of
concepts. concepts related to the focus of your investigation.

KA3 Exploration and understanding The report communicates how the focus of your investigation has
of the interaction between been shaped by society or how society has been shaped by it. One
science and society or more key concepts of SHE is discussed in depth with explicit
links to the biology.

KA4 Communication of knowledge
and understanding of biological
concepts and information,
using appropriate terms,
conventions and
The biology is relevant with clear links between the focus of your
investigation and the biology within the subject outline. The
biology is clearly explained with correct terminology, well
expressed and supported with diagrams.

Investigation, Analysis, and Evaluation Knowledge and Application

A IAE 1 Designs a logical, coherent, and detailed KA 1 Demonstrates deep and broad knowledge and
biological investigation. understanding of a range of biological concepts.
IAE 2 Obtains, records, and represents data, using KA 2 Develops and applies biological concepts highly
 appropriate conventions and formats accurately and
highly effectively.
IAE 3 Systematically analyses and interprets data
and evidence to formulate logical conclusions with
detailed justification.
IAE 4 Critically and logically evaluates procedures
and their effect on data.
B IAE 1 Designs a well-considered and clear biological
investigation.
IAE 2 Obtains, records, and represents data, using
appropriate conventions and formats mostly
accurately and effectively.
IAE 3 Logically analyses and interprets data and
evidence to formulate suitable conclusions with
reasonable justification.
IAE 4 Logically evaluates procedures and their effect
on data.
C IAE 1 Designs a considered and generally clear
biological investigation.
IAE 2 Obtains, records, and represents data, using
generally appropriate conventions and formats with
some errors but generally accurately and effectively.
IAE 3 Undertakes some analysis and interpretation
of data and evidence to formulate generally
appropriate conclusions with some justification.
IAE 4 Evaluates procedures and some of their effect
on data.
D IAE 1 Prepares the outline of a biological
investigation.
IAE 2 Obtains, records, and represents data, using
conventions and formats inconsistently, with
occasional accuracy and effectiveness.
IAE 3 Describes data and undertakes some basic
interpretation to formulate a basic conclusion.
IAE 4 Attempts to evaluate procedures or suggest an
effect on data.
E IAE 1 Identifies a simple procedure for a biological
investigation.
IAE 2 Attempts to record and represent some data,
with limited accuracy or effectiveness.
IAE 3 Attempts to describe results and/or interpret
data to formulate a basic conclusion.
IAE 4 Acknowledges that procedures affect data.
I IAE 1 Has not attempted any part of the assessment
task which addresses this performance standard
IAE 2 Has not attempted any part of the assessment
task which addresses this performance standard
IAE 3 Has not attempted any part of the assessment
task which addresses this performance standard
IAE 4 Has not attempted any part of the assessment
task which addresses this performance standard
SHE Key Concepts
This graphic gives you an overview of the main aspects of science as a human endeavor:
effectively in new and familiar contexts.
KA 3 Critically explores and understands in depth the
interaction between science and society.
KA 4 Communicates knowledge and understanding of biology
coherently, with highly effective use of appropriate terms,
conventions, and representations.
KA 1 Demonstrates some depth and breadth of
knowledge and understanding of a range of biological
concepts.
KA 2 Develops and applies biological concepts mostly
effectively in new and familiar contexts.
KA 3 Logically explores and understands in some depth the
interaction between science and society.
KA 4 Communicates knowledge and understanding of biology
mostly coherently, with effective use of appropriate terms,
conventions, and representations.
KA 1 Demonstrates knowledge and understanding of a general
range of biological concepts.
KA 2 Develops and applies biological concepts generally
effectively in new or familiar contexts.
KA 3 Explores and understands aspects of the interaction
between science and society.
KA 4 Communicates knowledge and understanding of biology
generally effectively, using some appropriate terms,
conventions, and representations.
KA 1 Demonstrates some basic knowledge and partial
understanding of biological concepts.
KA 2 Develops and applies some biological concepts in familiar
contexts.
KA 3 Partially explores and recognizes aspects of the
interaction between science and society.
KA 4 Communicates basic biological information, using some
appropriate terms, conventions, and/or representations.
KA 1 Demonstrates limited recognition and
awareness of biological concepts.
KA 2 Attempts to develop and apply biological concepts
in familiar contexts.
KA 3 Attempts to explore and identify an aspect of the
interaction between science and society.
KA 4 Attempts to communicate information about biology.
KA 1 Has not attempted any part of the assessment task which
addresses this performance standard
KA 2 Has not attempted any part of the assessment task which
addresses this performance standard
KA 3 Has not attempted any part of the assessment task which
addresses this performance standard
KA 4 Has not attempted any part of the assessment task which
addresses this performance standard
Science as a Human Endeavour (SHE) Task – Additional Planning Guide
If you are struggling to find a contemporary example, you may wish to consider some aspects of Science as a
Human Endeavour from the biology subject outline:
 Explore the significance of the collaborative work of Nobel prize winners and the contribution of their ideas to
understanding the catalytic properties of RNA.
 Research ways in which an understanding of enzyme inhibitors enables scientists to develop solutions to health
and environmental problems.
 Debate the use of gene therapy to prevent or correct the expression of genes that result in genetic diseases
(e.g. cancer or cystic fibrosis).
 Investigate examples of transgenic organisms and their uses that may have beneficial or unexpected
consequences requiring monitoring, assessment, and evaluation of risk. Examples include the production of
food and human hormones
 Explore bioethical issues of using CRISPR and implications in particular scenarios.
 Gene editing in developing a diabetes treatment
 Epigenetic effects on learning
 Investigate and assess applications of scientific knowledge that have enabled scientists to design and
manufacture proteins for scientific/medicinal use. Examples include biochips, biomaterials, diagnostics, and
targeted chemotherapy.
 Investigate ways in which new technologies can potentially be used for therapeutic drug design, and discuss
related ethical considerations.
 Discuss the potential social, cultural, and economic impacts and ethical considerations of the genetic
manipulation of somatic and germline cells.
 Discuss how an understanding of the biological basis of neurological diseases such as Alzheimer’s or Parkinson’s
disease can enable scientists to develop methods of detection and treatment.
 Explore nerve damage that may lead, for example, to paralysis and paraplegia, and investigate innovative
technologies for treatment (e.g. cochlear implants, artificial eyes).

Science as a Human Endeavour (SHE) – Investigation Guidelines

General advice:
  Students should be aware that this is not simply a research report
 The subject outline specifies that the investigation is based on the exploration of a recent discovery,
innovation, issue, or advancement linked to one of the topics in the subject outline. Students should be
guided in their selection to ensure that it is both recent and related to a topic in the Stage 1 or Stage 2
subject outline, depending on the subject being undertaken.
 Within the report, students should make explicit reference to one or more of the key concepts of science as
a human endeavour as described in the subject outline.
 It should be noted that while students may choose to select a recent issue, they are not required to present
different perspectives as in the previous subject outline. They must discuss how the issue investigation
illustrates the interaction between science and society.

Frequently asked questions

Do students need to have a question as the basis for their investigation?
 No. Students are not expected to base their report on a question.
How many of the Key Concepts from Science as a Human Endeavour should be addressed?
 The subject outline refers to ‘one or more of the key concepts of science as a human endeavour’. If students
try to cover too many key concepts, there is the risk that the report will lack depth. One key concept is
sufficient. One or more of the dot points under the key concept(s) may be addressed.
Should students use headings in the report?
 The report can be written with or without headings. Without headings, students may integrate different
aspects of the report. For example, the potential impact of an innovation may be integrated with the
explanation of how the focus of the report demonstrates the interaction between science and society.
Is there a word count for the different sections of the report?
 No, although students should be advised that the most significant part of their report is their explanation of
how the focus of the investigation illustrates the interaction between science and society. This is followed in
importance by the relevant science concepts.
If students use a multi-media presentation how many words should be written on the poster/PowerPoint and how
long should the presentation take?
 Communication using Posters or PowerPoint presentations should have a minimal number of words. An
accompanying oral presentation, or discussion, needs to explain the points made on the poster/PowerPoint.
The oral should be recorded or provided as a voice over for a PowerPoint to provide evidence of the student
work. The number of words in the PowerPoint could be, for example, 500 words together with a 7-minute
oral. The total must be the equivalent of 1500 words or 10-minutes for an oral presentation.

Science as a Human Endeavour (SHE) Task – Planning Template

Complete the planning template below so that the focus of your investigation can be approved. Copy and paste the
template into a new document and then email it to me.

Focus of investigation (if possible, provide a link to your starting point)

Relevant biology concepts or background (include link to the subject outline)

SHE key concept (copy and paste)

Interaction between science and society

Purpose, potential impact, or application of the focus of the investigation (further development, effect on quality
of life, environmental implications, economic impact, intrinsic interest, scale of impact)
 identify three to four key points of discussion (one key point per paragraph)

Credible resources (list at least 5)

For additional research advice, see:

https://www.sace.sa.edu.au/web/biology/stage-2/support-materials/research-advice
Name:

Specific Features GRADE

Investigation, Analysis
& Evaluation
IAE 3 Analysis and interpretation of data and other
evidence to formulate and justify conclusions

Knowledge & Application

KA 1 Demonstration of knowledge and understanding
of biological concepts

KA 3 Critical exploration and understanding in depth

of the interaction between science and society.

KA 4 Communication of knowledge and

understanding of biological concepts and
information, using appropriate terms,
conventions and representations

Overall Grade