Part A

Video link:

https://youtu.be/r0g1OxR_wks (Public Health Initiative Liberia, 2014; Plan My Health, 2016; World
Health Organisation, 2017)

Lecture Activities:

Week 6 Lecture Activity:

My pedagogical content knowledge of the use of simulations in biology teaching will help teach Module
4, Ecosystem Dynamics. In this module, students must predict consequences for populations in
ecosystems due to predation, symbiosis, disease and competition (NESA, 2017). As it is hard to
investigate these relationships in a school setting, simulations are a great way of modeling the
interactions, allowing students to predict, observe and then explain occurrences. It allows students to
see complex interactions and changes that occur over large time and geographic scales. This enables
them to better understand the interactions.

Week 7 Lecture Activity:

My post:

My response:

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Week 8 Lecture Activity:

Type of resource: Video/animation

Name of resource: Gas exchange in humans

URL:
http://highered.mheducation.com/sites/0072495855/student_view0/chapter25/animation__gas_excha
nge_during_respiration.html

Resource description:
This video is a simple yet concise depiction of the flow of oxygen and carbon dioxide in/out of cells and
in/out of the body through the circulatory system. The website has a number of great videos.

Brief lesson description:

This video could be used as an introduction or revision when explaining gas exchange in the human body

Module: Module 2 Organisation of Living Things

Content dot points within module:

investigate the gas exchange structures in animals and plants (ACSBL032, ACSBL056) through the
collection of primary and secondary data and information, for example: microscopic structures: alveoli
in mammals and leaf structure in plants

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Part B: Assessment Task and Marking Rubric

How student learning has been scaffolded in the lead up to this assessment task:

This task looks at disease from the perspective of population health and management. It aims to get
students to recognise the scale of population health management. Previous work done in the unit has
been based on immunity and response to pathogens - looking at disease and its interaction with an
organism on an individual or micro scale. Students have also looked at disease transmission, combining
micro scale pathogens to macro scale issues in agriculture and epidemics. This assignment gets
students to draw together their learning of disease on a macro scale, demonstrating how infectious
disease interactions play out at local, regional and global levels. In doing this, students consider how to
control the spread of infectious disease. The assignment aims to force students to apply their learning
to a new circumstance. As students must make recommendations, they need to take what they have
learned and apply it to a real world application.

In order to scaffold this, students have previously learned about immunity and various responses of
plants and animals to pathogens. They have learned about immunity, including innate and adaptive
immune systems. Within the assignment, if students choose vaccination as one of the procedures for
their chosen disease, students will have a clear grounding and understanding of how vaccination would
work. They will also have to use their understanding to determine whether vaccination is a good
procedure for the chosen disease. Likewise, students have studied modes of disease transmission,
transmission during an epidemic and assessed the effects on agricultural production. With this
knowledge, students should be able to then assess the effects of a chosen disease on populations that
they identify, describe how their disease is transmitted and therefore make
predictions/recommendations on what procedures would be the most effective for controlling the
spread of their disease.

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 STAGE 6 ASSESSMENT TASK 4
Hogwarts School of Witchcraft and Wizardry

YEAR 12 BIOLOGY
MODULE 7 INFECTIOUS DISEASE

STUDENT NAME: ______________________________

TEACHER: _____________________________________
CLASS: ________________________________________

Issue Date Due Date Weighting Total marks Task type

13 April 2017 In class 25% 60 Research Report
13 May 2017

Task outline
This task will require students to individually write a scientific report using their own research from primary
and secondary sources. It relates specifically to the inquiry question, how can the spread of infectious
diseases be controlled? Students must write a scientific research report based on the case scenario presented
on page 2 of this document.

Syllabus outcomes
BIO 12-14 Analyses infectious disease in terms of cause, transmission, management and the organisms
response, including the human and immune system.
BIO 11/12-4 Selects and processes appropriate qualitative and quantitative data and information using a
range of appropriate media
BIO 11/12-7 Communicates scientific understanding using suitable language and terminology for a specific
audience or purpose

Context of the task

The importance of studying infectious disease and its causes and effects is highlighted by the cost to humans
in terms of productivity as well as impact on overall health. Scientific understanding of the nature of infectious
disease has lead to the development of strategies to prevent and control spread. Likewise, it has facilitated a
greater understanding and ability to manage and treat infectious disease.

Relevant content descriptors

Inquiry question: How can the spread of infectious disease be controlled?
Investigate procedures that can be employed to prevent the spread of disease, including but not
limited to:
- Hygiene practices
- Quarantine
- Public health campaigns
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 Investigate and analyse the wide range of interrelated factors involved in limiting local, regional and
global spread of a named infectious disease
Investigate and evaluate environmental management and quarantine methods used to control and
epidemic or pandemic
Interpret data relating to the incidence and prevalence of infectious disease in populations

Assessment criteria
You will be assessed on how well you:
Communicate effectively
Display knowledge and understanding of the content
Use correct and appropriate scientific terminology
Select and process appropriate data

CASE STUDY:

Choose one of the following infectious diseases to write your report on:
Malaria
Ebola
HIV
Measles
Dengue Fever
Zika Virus

You are an epidemiologist working for the Department of Health in Canberra. Your chosen disease is present
amongst certain populations outside of Australia. The Department of Health in Australia has been working to
ensure that the disease does not spread to Australia. As an expert in infectious diseases, you wish to attend a
conference in which world leaders are meeting to discuss what steps to take in addressing outbreaks of this
disease. In order to attend, you must submit a report explaining the disease and its interaction with the
human body. This includes its cause, symptoms, transmission and management. As the scientific expert, it is
your job to explain the science, as your audience has no background in science. Your report will therefore
need to be very clear, have detailed explanations and be succinct.

The task:

Your task is to write a scientific report analysing measures that could be taken to prevent the spread of your
chosen infectious disease to Australia. You may select a different infectious disease to the one listed as long as
you ask your teacher and get approval. You must make evidence based recommendations in your report for
procedures that could be used to prevent the spread of the disease to Australia. Your report will be directed to
an audience with limited background knowledge of infectious disease. The report must range between 1000
1500 words.

In your report you must include the following information:

1. Definition and description of infectious disease including modes of transmission.
2. Historical understandings of infectious disease and transmission.
3. Describe the cause, symptoms and treatment/management of your chosen disease.
4. Describe data related to the incidence and prevalence of the disease in specified populations.

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 5. Explain procedures that can be employed to prevent the spread of disease. You can use examples of
what other countries/governments/non-government organisations have done in response to your
chosen disease. You can also use examples based on different infectious diseases that have similar
modes of transmission.
6. Evaluate the role of either quarantine or environmental management methods in Australia to
prevent/control disease spread.
Note: Remember to think in terms of local, regional and global spread and how these may be connected

As it is a scientific report you are allowed to break up the report into different sections under subheadings.

You must:

Use both qualitative and quantitative data in your response.

Include the use of diagrams, graphs and/or tables to represent data.

Bibliography:

Must be completed in Harvard Style. Refer to the style guide attached at the end of this document.
Must include a range of primary and secondary resources (internet, textbook, media, journal articles
etc.).
Must include all sources of information used.

______________________________________________________
DECLARATION OF STUDENT WORK

I declare that this is all my own work. I have referenced any information from other sources and have not
plagiarised the work of others.

Student signature: _____________________ Date: ___________________

I have kept a copy of my task Yes/No

______________________________________________________________
ASSESSMENT TASK RECEIPT

Students fill out all details before handing in. Teachers sign as a receipt.

Student name: __________________________________

Subject: _______________________________________ Task Number: __________________
Date Due: _____________________________________ Date submitted: ________________
Student signature: _______________________________
Teacher signature: _______________________________

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MARKING CRITERIA:

Criteria Unsatisfactory Satisfactory Good Excellent

0-4 5-6 7-8 9-10
Demonstrates a Demonstrates basic or Demonstrates sound Demonstrates thorough Demonstrates extensive
critical limited knowledge of knowledge of the knowledge of the historical knowledge of the historical
understanding the historical historical development of development of scientific development of scientific
of the context of development of scientific ideas ideas surrounding ideas surrounding
infectious scientific ideas surrounding infectious infectious disease and infectious disease and
disease surrounding infectious disease and management management management
prevention disease and Demonstrates sound Demonstrates thorough Demonstrates extensive
strategies management understanding of the understanding of the understanding of the
BIO 12-14 Demonstrates basic or implications of infectious implications of infectious implications of infectious
limited understanding disease on society disease on society disease on society
of the implications of
infectious disease on
society
Demonstrates Provides a basic or Provides a sound and Provides a thorough and Provides an extensive and
scientific limited and/or accurate description of accurate description of accurate description of all
understanding inaccurate description some aspects, including: most aspects, including: aspects, including: the
of the nature of of some aspects, transmission, cause, the transmission, cause, transmission, cause,
the infectious including: symptoms, host response symptoms, host response symptoms, host response
disease, as well transmission, cause, and treatment/ and treatment/ and treatment/
as knowledge symptoms, host management of the management of the management of the
and response and identified infectious identified infectious identified infectious
communication treatment/manageme disease disease disease
of the nt of the identified Demonstrates a sound Demonstrates a thorough Demonstrates extensive
prevalence and infectious disease and accurate and accurate and accurate
distribution of Demonstrates basic or understanding of the understanding of the understanding of the
chosen disease limited and/or incidence and prevalence incidence and prevalence incidence and prevalence
BIO 12-14 inaccurate of chosen disease on of chosen disease on of chosen disease on
BIO 11/12-4 understanding of the specified populations. specified populations. specified populations.
BIO 11/12-7 incidence and Explains straight forward Explains incidence data, Effectively analyses
prevalence of chosen relationships in incidence relating incidence to incidence data, quantifying

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 disease on specified data, providing transmission and explanations and
populations. descriptions of identifying patterns in data descriptions and relating
Provides simples phenomena to draw conclusions incidence to transmission
descriptions and
explains
straightforward
relationships between
incidence and
prevalence data
Demonstrates Demonstrates limited Demonstrates extensive Demonstrates thorough Demonstrates extensive
critical or basic and/or and accurate and accurate and accurate
understandings inaccurate understanding of understanding of understanding of
of procedures understanding of procedures that can be procedures that can be procedures that can be
that can be used procedures that can employed to prevent the employed to prevent the employed to prevent the
to control the be employed to spread of the disease spread of the disease spread of the disease
spread of the prevent the spread of Soundly relates Thoroughly relates Expertly relates procedures
disease through the disease procedures to underlying procedures to underlying to underlying scientific
scientific Does not relate scientific understanding scientific understanding understanding about
knowledge of procedures to of infectious disease about infectious disease infectious disease
the infectious underlying scientific Considers one of local, Considers local, regional Considers local, regional
disease as well understanding of regional and global and/or global factors OR and global factors and
as local, regional infectious disease factors OR connects two considers all three and connects them in a
and global Does not consider or more of them in a connects them in a sophisticated way
influencing local, regional and sound way thorough way Discusses four or more
factors. global factors Discusses two procedures Discusses three procedures procedures
BIO 12-14 Discusses less than
BIO 11/12-7 two procedures
Critically Justification for use of Justification for use of Justification for use of Justification for use of
evaluates the procedures are either procedures are present procedures are clear, procedures are detailed,
use of not present or do not and make sense logical and concise clear, logical and concise
procedures to make sense Identifies correct Identifies the correct Applies information and
design solutions Applies information components of application of procedures knowledge of disease
and present and knowledge of procedure(s) to develop a to develop solutions spread prevention
recommendatio disease spread solution Demonstrates thorough procedures and designs an
ns to control the prevention Demonstrates sound and and accurate original solution
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spread of the procedures and accurate understanding understanding of how Demonstrates extensive
disease designs an original of how either either environmental and accurate
BIO 12-14 solution environmental management or understanding of how
Demonstrates basic or management or quarantine methods could either environmental
limited and/or quarantine methods be used to control the management or
inaccurate could be used to control spread of the disease quarantine methods could
understanding of how the spread of the disease be used to control the
either environmental spread of the disease
management or
quarantine methods
could be used to
control the spread of
the disease
Demonstrates Uses only one of Uses both qualitative Uses both qualitative AND Uses both qualitative AND
ability to either quantitative OR AND quantitative source quantitative source types quantitative source types
critically select qualitative source types in research in research in research
appropriate type OR source types Media choices sometimes Media choices mostly Media choices consistently
sources to use are ambiguous provide valid, accurate provide valid, accurate and provide valid, accurate and
within report Media choices mostly and reliable information reliable information reliable information
BIO 11/12-4 provide invalid, Uses multiple sources Uses multiple sources and Use an extensive and
inaccurate and/or though no evidence of media source types diverse range of media
unreliable information diversity in media source Uses primary AND sources
Does not demonstrate type secondary sources Uses primary AND
selection and use of Uses either primary OR secondary sources
multiple sources or secondary sources
source types
Communicates No coherent thesis Thesis exists, but it is Clear thesis that is mostly Clearly articulated and
professionally present sometimes ambiguous or consistent throughout consistent thesis
through Uses general unfocused report throughout report
scientific report, terminology some of Sound use of language Advanced use of language Sophisticated use of
using a logical the time and terminology and terminology language and terminology
and sequential Infrequently Sometimes Communicates clearly and Communicates clearly and
structure that communicates with communicates clearly and consistently most of the consistently with identified
incorporates the target audience consistently with the time with the target target audience
appropriate Structure does not target audience audience Succinct, logical and
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scientific demonstrate logic or Structure displays logic Structure is mostly logical sequential structure
terminology; sequence most of the and sequence but is and sequential Highly effective use of a
uses Harvard time sometimes confused Effective use of a variety of variety of scientific formats
referencing Ineffective use of Effective use of one scientific formats including including diagrams, graphs,
style; sits within scientific formats, scientific format, diagrams, graphs, tables tables and flow charts
the word limit including diagrams, including diagrams, and flow charts Highly competent and
and has limited graphs, tables and graphs, tables and flow Competent and thorough extensive integration of
grammar and flow charts charts integration of evidence evidence
spelling errors. Basic or limited Sound integration of Grammar and spelling Grammatically correct with
BIO 11/12-7 integration of evidence mostly correct few spelling or typographic
evidence Sentences are coherent Advanced use of Harvard errors
Frequent but there are some referencing style with Expert use of Harvard
spelling/grammar grammar/spelling errors three or less mistakes referencing style with no
errors Uses Harvard style but mistakes
Does not use Harvard contains between three
style OR uses Harvard and nine mistakes
style but contains ten
or more mistakes

Syllabus outcomes Grade

BIO 12-14 Analyses infectious disease in terms of cause, transmission, management and the organisms
response, including the human and immune system.
BIO 11/12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of
appropriate media
BIO 11/12-7 Communicates scientific understanding using suitable language and terminology for a specific
audience or purpose

(NESA, 2017)

Feedback:

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How this assessment relates to the big ideas of the topic.

The big ideas of the topic are the impact of infectious disease on humans in terms of productivity and health.

In understanding transmission, response and control of infectious diseases, humans are better able to ensure

sustained population health. This assessment works to bring together epidemiological ideas of disease

prevention so that students learn to apply their knowledge of transmission and response to pathogens in the

creation/implementation of procedures to control disease spread. It is through controlling the spread that

quality of life and productivity are conserved.

Example of student product resulting from this task

A student product that would result from this task could be a report on Ebola. The student will have written a

report between 1000-1500 words. To highlight the background of understanding infectious diseases as well as

the importance of controlling disease spread, the student will have explained some of the impacts of

infectious disease on society, as well as relevant historical understandings of infectious disease. The student

will then provide a detailed overview of the disease Ebola, demonstrating their knowledge of what causes the

disease, how it presents in patients and what current knowledge exists on the treatment or management of it.

They will then outline the incidence, or location of it, and the prevalence, or how common it is. Students

represent this using tables, maps or graphs. After outlining this, students outline relevant procedures that

could be used to control the spread of this disease, justifying their answer using scientific understanding on

infectious disease spread. When outlining this, students take into account local, regional and global factors

that can influence the spread of infectious disease as these diseases are not prevalent or incident in Australia

and the aim is to prevent their spread to Australia. They then evaluate either quarantine or environmental

management as a procedure that could be used for control. Throughout the report the student use a variety

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of sources and source types, which include both qualitative and quantitative data. The report will have a clear

thesis and logical structure. The report may be structured using sub-headings. The student will use Harvard

referencing style.

Part C: Justification
A flipped classroom is a form of blended learning that involves both online and face-to-face components. The
video completed in Part A would be part of a flipped classroom and also a resource that students can use
when referring to their assignment. This is because it provides the benefit of a flexible learning environment
where students can learn in their own space and time (Ng, 2014). This allows students to pause and rewind
the video (Zainuddin & Halili, 2016). In facilitating this, the multimodal presentation is an effective means of
translating information to students, particularly EALD students (Kuo, Yu, & Hsiao, 2013). This is because
incorporating and combining visual images, written words and spoken word can demonstrate meaning (Zhang,
2015). The video was made so that the voice over narration would refer to visual images and words on a
PowerPoint and present within websites. When referring to specific points on the screen, the cursor was used
to underline or highlight particular words or phrases. In doing this, the attention of the viewer would be
focused upon the key points. An example of this was during the explanation on hand hygiene outlined on the
World Health Organisations website (World Health Organisation, 2017). Using the cursor to highlight key
phrases as they were narrated helped communicate and demonstrate meaning. Websites, such as the Public
Health Initiative of Liberia (PHIL) (Public Health Initiative Liberia, 2014), were utilised in conjunction to
PowerPoint slides as they modeled online research whilst highlighting key important points. In particular, PHIL
related to target populations and the specific public health initiative used. In this case, it was education.

A project based design was utilised in Part B, where students took on the persona of an epidemiologist and
researched a particular disease in order to come up with recommendations on how to control the spread of
the disease. In doing this, students take on a real world persona and confront a real world problem,
responding to meaningful questions (Mistler-Jackson & Songer, 2000). The thesis of the assigned report is
central to the core concept of the curriculum, an essential part of project-based learning (Thomas, 2000).
Students draw together their understandings of infectious disease and use them to investigate how they can
facilitate public or population health using the knowledge they have learned. It is focused on a problem that
forces students to interact with a key struggle of the disciple (Thomas, 2000) how to control the spread of
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disease. This is done with an ill-defined problem, where students choose a disease and then research where
the problems lie and therefore what preventative strategies should be utilised. Likewise, as it is a project,
students are goal-directed, and the project involves inquiry, knowledge building and then resolution (Thomas,
2000). The central activities of this assignment therefore must involve the transformation and construction of
knowledge. A specific example of this is when students utilise their scientific understanding of infectious
disease and construct knowledge about prevention strategies based on this understanding. For instance, if a
student were to list hygiene as a procedure, they would transform their knowledge about direct contact and
construct a recommendation relating hygiene to transmission.

The difficulties anticipated for students revolve around the development of recommendations and student
visualisation of how this would look. As this may be a new concept, students will need to be taught and
modeled an example of recommendation writing within reports. Despite the difficulty, it is a good exercise in
teaching clarity of thought, as providing recommendations is a real world application that must be evidence
based and therefore demonstrates knowledge and understanding.

As a summative assessment, this assignment demonstrates student learning throughout the module, with a
focus on controlling disease spread. It tests their understanding about the topics they have already done, and
their ability to research data and create original, creative solutions to problems. As a summative assignment it
measures not only content knowledge, but also skills. Scientific literacy is assessed as well as research
capabilities (Kishbaugh, et al., 2012). When marking the assignments, student work will provide an indication
of their strengths and weaknesses and areas that need responding to from the teacher (Burns, 2010).

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References:
Burns, R. (2010). Implementation of Formative Assessment Strategies as Percieved by High School Students and
Teachers: Professional Development Implications. Johnson & Wales University. Rhode Island: ProQuest
Dissertation Publishing.
Kishbaugh, T. L., Cessna, S., Horst, J., Leaman, L., Flanagan, T., Neufeld, D. G., et al. (2012). Measuring beyond
content: a rubric bank for assessing skills in authentic research assignments in the sciences. Chemistry
Education Research and Practice, 13, 268-276.
Kuo, F., Yu, P., & Hsiao, W. (2013). Develop and Evaluate the Effects of Multimodal Presentation System on
Elementary ESL Students. TOJET : The Turkish Online Journal of Educational, 12(4), 29-40.
Mistler-Jackson, M., & Songer, N. B. (2000). Student Motivation and Internet Technology: Are Students
Empowered to Learn Science? JOURNAL OF RESEARCH IN SCIENCE TEACHING, 37(5), 459-479.
NESA. (2017). Biology Stage 6 Syllabus. Retrieved April 16th, 2017, from NSW Syllabus for the Australian
Curriculum: http://syllabus.nesa.nsw.edu.au/assets/biology/biology-stage-6-syllabus-2017.pdf
Ng, W. (2014). Flipping the Science Classroom: Exploring Merits, Issues and Pedagogy. Teaching Science , 60
(3), 16-27.
Plan My Health. (2016). Prevention is better than a cure. Retrieved April 13th, 2017, from Plan My Health:
http://planmyhealth.in/Healthyblog/prevention-cure/
Public Health Initiative Liberia. (2014). What we do. Retrieved April 18th, 2017, from Public Health Initiative
Liberia: http://philiberia.org/new-look/what-we-do/
Robinson, L. (2013). Teachers' Attitudes, Thoughts, and Perceptions about Successful Implementation of
Differentiated Instruction. ProQuest Dissertations Publishing.
Thomas, J. W. (2000). A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING. ProQuest Dissertations
Publishing.
World Health Organisation. (2017). Hand hygiene in the control of Ebola and health system strengthening.
Retrieved April 18th, 2017, from World Health Organisation: http://www.who.int/gpsc/hand-
hygiene_ebola/en/
Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study.
International Review of Research in Open and Distance Learning, 17(3), 313-340.
Zhang, Y. (2015). Multimodal teacher input and science learning in a middle school sheltered classroom.
Journal of Research in Science Teaching, 53(1), 7-30.

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