Science21 2010 Sample assessment instrument Extended response task: Bio-cybernetics This sample has been compiled by the QSA to help teachers plan and develop assessment instruments for individual school settings. It demonstrates the following dimensionsdimensionsdimensions: Knowledge and conceptual understanding Investigative processes Issues and impacts Assessment instrument Scientific priority: Catalyst for discovery, Technology Focus areas: Information and communication Living systems Energy Key concepts: The context is drawn from at least two focus areas. Only key concepts that will be evident in student responses are identified here. Storage, transfer and interpretation The cell as the basis of life Forms of energy Forces and motion Format: Persuasive essay for a science and technology magazine Audience: Teens/young people Time allowed: 5 weeks including 6 lessons of class time Length: 1000 1500 words Background: See pp. 30 31 of the Science21 syllabus for descriptions of possible types of extended response tasks (ERTs) and recommended conditions. Students need to be familiar with the persuasive essay genre if it is identified as the assessment format to be used to complete the task. Science fiction books and movies predict scenarios where computers, robots and cyborgs take over the world. Advances in human machine interfaces are no longer the realm of science fiction. You are a writer for Wow! Science and Technology a magazine for young people and teens with an interest in science and technology issues. You must decide if you think that the scenarios presented in the movies watched in class could become a reality, or whether the advances in science and technology depicted could not support these scenarios, and write a persuasive essay to expound your viewpoint. Instructions: Choose an area of bio-engineering or bio-cybernetics to investigate. You may research one application (such as the cochlear implant) or a field (such as the singularity). Explain any underlying scientific concepts or principles. Explain how the human machine interface works/would work.
Discuss any problems that occur when trying to integrate living and non-living systems. Predict further applications of the technology. Identify and explain any issues and evaluate the scientific impacts. Analyse the advances in scientific knowledge required to achieve current and future developments. Draw conclusions about the likelihood of science-fiction scenarios justified by scientifically and technologically informed arguments. ERTs must follow an inquiry approach and include: establishment of a scientific question or issue generation and/or collection of secondary (and/or primary) information analysis of information synthesis of information examination and evaluation of the validity and value of information development of research outcomes (conclusions, recommendations, actions, solutions) with justifications. It may also include the creation of a product and/or the completion of an action or strategy. 2 Science 21 2010: Sample assessment instrument
Planning sheet Extended response task Topic: We can rebuild him Semester (stage of course): Semester 1, Year 12 General objectives: State, describe and explain scientific information including facts, definitions, terminology, concepts, theories, procedures. Use scientific knowledge and information to generate explanations of real-world phenomena. Communicate information and ideas in a variety of ways using scientific convention and terminology. Identify and explain issues and evaluate scientific impacts. Draw conclusions and express positions that are scientifically and technologically informed. Analyse a range of factors that influence the development of scientific knowledge. Key concepts: IC1 Storage, transfer and interpretation (a two-way link is emerging between artificial and living information systems). EN1 Forms of energy (sources and transfer of energy in electricity and circuits, nervous system). EN2 Forces and motion (in machines and human physiology). LS1 The cell as the basis for life (all living systems and processes obey the laws of chemistry and physics). Possibly SP1 The molecular nature of matter; SP2 Gases, liquids, solutions, solids depending on the topic chosen. Note: For teacher use only NOT to be given out to students as part of the task sheet Possible scientific question or issue Is cybernetics/ singularity a benefit to humankind or a potential sci-fi horror scenario? Express a position using a case study (i.e. one major focus). Explain all relevant biological, chemical, physical concepts and principles. Discuss the possibilities, the current limitations of technology and knowledge. Could students come up with a set of rules perhaps this is getting away from the science? Possible topics: artificial singularity, nanotechnology, bioengineering, bionics, bio-cybernetics, bio-compatible prostheses, cochlear implants, artificial hearts. (Robots wouldn t provide opportunity to integrate LS1). Possible sources of information and data (including primary and secondary data) Secondary sources only. Internet, scientific journals, news stories of case studies. Students would not be able to gather primary data for this topic. Format in which students complete the ERT Persuasive essay science and technology magazine for young/ teen audience. 1000 1500 words including diagrams as necessary. In-text referencing expected. The ERT planning sheet is available as a resource on the Science 21 webpage at: www.qsa.qld.edu.au/11362.html. Teachers can use the planning sheet for units of work containing ERTs. However, teachers are not required to use this planner. Queensland Studies Authority August 2011 3
Opportunities for students to: explain, compare, interpret and apply scientific knowledge Compare communication pathways in the human body and in mechanical or computer components. Explain interfaces between biological and engineered systems. Explain any biological, chemical, electrical or forces/motion terminology (or any other used). Possibly some interpretation but application not likely. examine and evaluate the validity and value of information Students will need to determine the validity of their sources of information. Referencing is required. The evaluation of validity of sci-fi scenarios forms the basis of this task. analyse and synthesis information generate and/or collect secondary (and/or primary) information Analyse information to develop an understanding of how mechanical components can interface with biological systems limitations, possible further applications, sustainability. Students will need to write their information in a way that is interesting and of a suitable reading level for their audience. draw conclusions, express positions and evaluate issues and impacts Students will decide if sci-fi scenarios are likely and write the essay from that viewpoint. All three aspects of Issues and impacts can be assessed identify and evaluate (scientific) issues, express position/conclusion, and factors influencing the development of scientific knowledge (need to include instruction to look at development of the technology in task sheet). Collection and synthesis of secondary data only. 3 weeks 2 x 45-minutes lessons each week library time (internet, journals, books). Students will be given further time out of class to finish the essay. develop research outcomes with justifications Students would present their viewpoint supported with facts, data an interpretation of new information as it applies to their topic. Learning experiences to be planned and incorporated into the unit of work Sci-fi scenarios: literature review or movie? Distinguish fact from opinion. PMI activity about bionics, AI, and cybernetics. Organ donation: investigate pros and cons. Case studies, e.g. bionic hand that comes with bluetooth and hooks to computer wirelessly. Design and build simple machines to assist motion. Construct circuits. Skills students need in order to complete the task Research skills. Communication: look at some examples of persuasive texts to identify the key features of the genre. Strategies for authentication Individual reports. Drafts. Authentication software (no cut-and-pasting allowed). 4 Science 21 2010: Sample assessment instrument
Investigative processes Knowledge and conceptual understanding Instrument-specific criteria and standards Standard A Standard B Standard C Standard D Standard E description and explanation of complex biological, chemical, physics and technology information description and explanation of biological, chemical, physics and technology information description of biological, chemical, physics and technology information statements of biological, chemical, physics and technology information statements of isolated biological, chemical, physics and technology facts comparison and explanation of complex interrelationships, between scientific ideas, concepts, theories, and processes to do with bio-engineering and cybernetics. comparison and explanation of interrelationships between scientific ideas, concepts, theories, and processes to do with bio-engineering and cybernetics. description of interrelationships between scientific ideas, concepts, theories and processes to do with bio-engineering and cybernetics. statements of simple interrelationships between scientific ideas and concepts to do with bio-engineering and cybernetics. statements of simple scientific ideas to do with bio-engineering and cybernetics. discriminating selection and presentation of scientific data/ideas, using scientific convention and terminology, to clearly convey meaning to a variety of intended audiences using appropriate persuasive essay format. selection and presentation of scientific data/ideas, using scientific convention and terminology, to convey meaning to a variety of intended audiences using appropriate persuasive essay format. selection and presentation of scientific data/ideas to make meaning accessible in an essay format. presentation of scientific data/ideas in an essay format. presentation of information. Queensland Studies Authority August 2011 5
Issues and impacts Standard A Standard B Standard C Standard D Standard E identification and explanation of issues and evaluation of scientific impacts relevant to the bio-cybernetics inquiry identification and explanation of issues and scientific impacts relevant to the bio-cybernetics inquiry identification and description of issues and scientific impacts related to the bio-cybernetics inquiry identification of issues and scientific impacts related to the bio-cybernetics inquiry statements about issues and scientific impacts synthesis of data to draw well-reasoned conclusions and express justified positions synthesis of data to draw informed conclusions and express positions use of data and information to express plausible conclusions and positions statements of conclusions and positions statements of opinions analysis of a range of factors influencing the development of scientific explanation of a range of factors influencing the development of scientific description of factors influencing the development of scientific identification of factors that directly led to developments of scientific statements about developments in science. 6 Science 21 2010: Sample assessment instrument