STUDENT LEARNING AND ASSESSMENT PLAN (LAPS) Study Information for students
COURSE NAME Certificate IV in Tertiary Preparation / COURSE NUMBER: 29603 / YEAR 2014 / SEMESTER 1 / AQF level 3You will study the following unit/module(s): / Prerequisite units for this study:
There are no prerequisite units for this study
NSWTSCN312A: Investigating biological processes / Unit purpose:
This unit of competency describes the skills and knowledge required to investigate and apply knowledge of cells, the multi-cellular organism, variation in populations, principles used to classify living things and adaptations in organisms.
Class Participation Requirements
Days / times / Mondays 1:30-3:00pm & Tuesdays 1:30-3:00pm
Attendance information / You should attend all scheduled sessions and provide a medical certificate or similar for absences that occur when tests or the exam take place.
Location: / Cooma, Queanbeyan & Bega campuses
Room(s) / 10.1.01 or Video Conference (VC)
Equipment required / Class notes and worksheets, scientific calculator, access to computer with relevant software, access to VC facilities (if studying at Queanbeyan/Bega campuses).
Teacher Contact Information
Teacher Name: / Antia Brademann
Location: / Cooma campus
Phone: / 02 64520764
Email: /
Assessment Information
Grade Code / Your grade will be entered in TAFE results as a mark out of 100. You will receive a transcript of your results each semester. You will receive a TAFE Certificate if you have successfully completed all core and elective modules in your certificate level. You can check your enrolment information and final results on the student portal: Go tohttp://portal.det.nsw.edu.au at the login page, enter your user name and password. Once you have accepted the conditions of use, you will find links to your email account as well as other student services.
Pass Requirements / You will need to complete three Standard Assessment Events -SAE 1 (Scientific report), SAE 2 (Case study) and SAE 3 (Tests) and gain a total mark of 50 or more out of 100. Your teacher will let you know what is required to achieve a passing grade. If you are unsure please contact your teacher. Your teacher will give you feedback about your results for each assessment. Please contact your teacher if you require additional feedback or are unhappy with your grade.
Assessment Support / If you require assistance or assessment adjustment because you have special requirements please contact your Teacher or Head Teacher. Please contact your teacher if you are going to be absent for an assessment. In some assessments, you may submit a draft of your assessment prior to the due date, to be checked by your teacher.
Additional information / For more information on Assessment see Every Student's Guide to Assessment in TAFE NSW at https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf
Course Plan – Learning Sequence and Assessment Schedule
Date / Week / Content and Assessment Items / Assessment Item Due / Critical Aspects / Performance Criteria10-11
/02/2014 / 2 / Mon- Introduction/assessment
Tues- Introduction to biology / 1 / 1.2, 1.4
17-18
/02/2014 / 3 / Mon- prac
Tues – Structure & function of plant and animal cells / 1.1, 1.2, 1.4, 1.7, 1.8
24-25
/02/2014 / 4 / Mon- prac
Tues- Cell functions, respiration & photosynthesis / 1.3, 1.7,1.8, 2.1
4-5
/03/2014 / 5 / Mon- prac
Tues-Osmosis and diffusion / 1.5, 1.6, 2.2
10-11
/03/2014 / 6 / Mon- prac
Tues-Experiment / 1.6, 3.1, 3.2, 3.3
17-18
/03/2014 / 7 / Mon- prac on how to write experimental reports
Tues- More on diffusion and omosis / 2.3, 2.4, 3.4, 3.5
24-25
/03/2014 / 8 / Mon- prac
Tues- Homeostasis / 2.5
31/03/2014-
1/04/2014 / 9 / Mon- prac
Tues- Cellular reproduction (meisosis) / SAE1-draft report / 5.2, 3.1-3.5
7-8
/04/2014 / 10 / Mon- prac & revision for test
Tues- SAE3 Test 1 / SAE3- Test 1 / 1.1-1.8, 2.1-2.5, 5.2
16/04/2014 / Holidays
23/04/2014 / Holidays
28-29
/04/2014 / 11 / Mon & Tues- Sexual reproduction (mitosis) / SAE1 final report / 5.1, 5.2, 3.1-3.5
5-6
/05/2014 / 12 / Mon- prac
Tues- Adaptation and natural selection / 5.3, 5.4, 6.1-6.3
12-13
/05/2014 / 13 / Mon- prac on how to write a case study report
Tues- More on adaptation and natural selection / 5.3, 5.4, 6.1-6.4
19-20
/05/2014 / 14 / Mon- prac
Tues- Evolution / 5.5
26-27
/05/2014 / 15 / Mon- prac
Tues- Biodiversity / SAE2-draft report / 4.5, 4.6, 6.1-6.4
2-3
/06/2014 / 16 / Mon- prac
Tues- Classification / 4.1, 4.2, 4.3, 4.8
9-10
/06/2014 / 17 / Mon- prac
Tues- Classification / SAE2- final report / 4.4, 4.7, 6.1-6.4
16-17
/06/2014 / 18 / Mon- prac & revision for test
Tues- SAE3 Test 2 / SAE3- Test 2
IMPORTANT INFORMATION :TAFE Illawarra Policies :
For more information please see the Illawarra Institute TAFE NSW
Student Guide:http://intranet.illawarra.det.win/teams/tt_tas/All%20documents/Student%20Guide.pdf
ABOUT ASSESSMENT
Your teacher will explain the assessment process and the assessment schedule and what you must do to achieve a passing grade.
Assessment Feedback: If you would like additional feedback about your assessment please contact your teacher.
Recognition of Prior Learning (RPL).
All TAFE students are eligible to apply for Recognition of Prior Learning (RPL).
For more information go tohttp://www.illawarra.tafensw.edu.au/page/recognition. Please contact your teacher or head teacher if you wish to apply for RPL. You may need to provide documentation or undertake assessment of skills and knowledge test.
Reasonable adjustment
If you have a permanent or temporary condition that may prevent you successfully completing the assessment task(s) you should immediately talk with your teacher or head teacher about ‘reasonable adjustment’.
Assessment appeals process
If you do not agree with the mark/grade given for your assessment task, you may appeal the assessment decision. You should first discuss the assessment result with your teacher or Head teacher who will discuss the appeals process with you.
Late Submission of Assessments
You are expected to submit assessments at the required time. Please tell your teacher if you are not able to be present for an assessment task and at the discretion of the teacher, alternative arrangements may be made. You may require a medical certificate.
When you enrolled at TAFE Illawarra, you agreed to follow TAFE policies.:Student Rights and Responsibilities
As a TAFE Illawarra student, you have rights and responsibilities.
You have the right to be treated with respect by TAFE Illawarra staff and students.
You are expected to treat other people with respect and to follow classroom rules of behaviour, attendance and punctuality.
There are penalties if students do not follow TAFE discipline policy.
For further information on Your Rights and Responsibilities, see TAFE Illawarra 2013 Student Guide pp.9-12.http://www.illawarra.tafensw.edu.au/support-for -students/student-guide
Complaints
If you have a complaint about TAFE Illawarra’s services, you can speak to your teacher or Head Teacher, a Counsellor or the Campus Manager.
For further information on Complaints, see TAFE Illawarra 2013 Student Guide pp.13-15.http://www.illawarra.tafensw.edu.au/support-for -students/student-guide
Emergencies
If there is an emergency, you must leave the building immediately, walk to the nearest assembly area. Your teacher will tell you where this is located. Please stay with your teacher until you are told it is safe to return to the classroom.
You must follow the directions of a teacher. For other health and security concerns, TAFE Illawarra has First Aid Officers and Security Officers ex 7171 .For further information on Emergencies, see TAFE Illawarra 2013 Student Guide pp.7-8.http://www.illawarra.tafensw.edu.au/support-for -students/student-guide
ELEMENTSElements describe the essential outcomes of a unit of competency. / PERFORMANCE CRITERIA
Performance criteria describe the required performance needed to demonstrate achievement of the element.
1. Investigate structural and functional characteristics in a range of cell types / 1.1 Use a microscope to estimate the size of a range of animal and plant cells
1.2 Describe major structures and their functions visible in both plant and animal cells
1.3 Draw labelled diagrams of plant and animal cells
1.4 Account for differences between the plant and animal cell structures
1.5 Examine the processes of osmosis and diffusion and outline the process of active transport
1.6 Investigate the effect of size and shape on surface area to volume ratio
1.7 Investigate the structure and roles of biological molecules
1.8 Identify biological molecules using standard food tests
2. Investigate the multi-cellular organism / 2.1 Outline the processes of cellular respiration, photosynthesis and enzyme activity
2.2 Model the structure and function of the semi-permeable membrane
2.3 Identify inputs and outputs in plants and animals which move by diffusion and the structures in which the diffusion occurs
2.4 Examine the relationship between surface area to volume ratio and the efficiency of osmosis and diffusion in structures identified
2.5 Investigate the importance of homeostasis using examples
3. Conduct and report on a practical investigation / 3.1 Identify a range of factors to consider in the investigation
3.2 Conduct an experiment to investigate the effect of one of the factors
3.3 Interpret the experimental data to enable valid conclusions to be drawn
3.4 Relate the experimental findings to a specific plant or animal
3.4 Present information in scientific report format
4. Investigate the diversity of organisms / 4.1 Examine purpose and arbitrary nature of classification
4.2 Identify the taxonomic levels of classification
4.3 Identify features of binomial nomenclature
4.4 Identify organisms which are difficult to classify and their features
4.5 Examine the concept of biodiversity
4.6 Investigate the impact of human habitation on the complexity of plant and animal classification
4.7 Construct and use simple keys and describe the limitations of these keys
4.8 Examine the diversity of one specific phylum
5. Report on variation in populations / 5.1 Determine the roles and advantages/disadvantages of sexual and asexual reproduction in producing variation in a population
5.2 Compare the purposes and processes of mitosis and meiosis
5.3 Examine how natural selection can act on variations in a population
5.4 Use examples to demonstrate the role of natural selection in evolutionary change
5.5 Use Darwin Wallace Theory of Evolution to support
investigation
6. Report on adaptation in organisms / 6.1 Investigate structural, physiological and behavioural adaptations in plants and animals
6.2 Provide the scientific and common names of one Australian plant or animal and describe the environment in which the organism lives
6.3 Examine at least one adaptation of a selected organism and relate to the survival of the organism
6.4 Present information in written format
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required skills:
· using scientific equipment effectively
· following instructions and procedures, both written and oral
· using a range of resources, in a variety of formats, to locate, read, understand, extract
and use information
· accurately recording data in a variety of formats, including tables and graphs
· correctly using appropriate scientific and mathematical language, symbols and notation
· using clear and concise language
Required knowledge:
· safety awareness when undertaking practical investigations
· functions, structures and properties of cells
· the nature, causes and functions of biodiversity
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this unit.
Overview of Assessment / Assessment for this unit is in the form of 3 (three) Standard Assessment Events (SAEs) as prescribed in the Method of Assessment.
Critical aspects for assessment and evidence required to demonstrate competency in this unit / The ability to:
· present a scientific report of a practical investigation
· present a case study of the nature, causes and functions of biodiversity
· demonstrate knowledge
Context of and specific resources for assessment / Assessment for this unit will be undertaken in a formal educational environment.
Learners must have access to relevant appropriate scientific equipment and resources to undertake assessment.
Assessment must be conducted according to the Conditions of Assessment and Marking Criteria for this unit. These specific resources are available in the Companion Guide.
Method of assessment / SAE 1 Scientific Report
A scientific report that:
• investigates either osmosis and diffusion OR surface area to volume ratio
• uses scientific report format.
SAE 2 Case Study
A case study that:
• investigates the environment and adaptations of an Australian organism
• uses an agreed written format.
SAE 3 (Test/s)
Test/s that:
• include short answer, extended answer, response to stimulus material, data interpretation or prepared answers
• examine required knowledge and skills.
Guidance information for assessment / Guidance information and additional resources for assessment of this unit are available in the Companion Guide. These may include:
• glossary of terms
• formula sheets
• exam specifications
• assessment exemplars
Document Owner: GEAP Cooma/Queanbeyan/Bega 1
File name: TPC NSWTSCN 312A Investigating Biological Processes GEAP LAPS /SLAP
Reviewed: 1/02/2014
Adapted from: TLI/ Faculties Learning and Assessment plan 2011