SACRED HEART
COLLEGE
Year 12
BIOLOGY
Student booklet 2015
A copy of this booklet is available on:
- the student drive. subjects/Science/12 Biology.
- Mission Point
YEAR 12 BIOLOGY
2015
ACHIEVEMENT AIMS
In studying biology, you will investigate and develop your understanding of:
1.
ECOLOGY (AS 2.6): The diversity of life, how adaptations allow organisms to survive and
about the relationships between living organisms, and their interactions with the world around
them.
CELL BIOLOGY (AS 2.4, AS 2.1): The life processes at a cellular level of photosynthesis,
respiration and cell division and the biological ideas of enzymes and movement of materials
as they relate to these processes. Practical investigation – will investigate some aspect of a
cellular process.
GENETICS and EVOLUTION (AS 2.5): Dihybrid inheritance and patterns of genetic variation,
natural selection and patterns of genetic change.
PHYSIOLOGY (AS 2.3): The structures and functions involved in Gas Exchange in 3 different
animals groups – how they work, the comparisons between them and how these affect the
animals.
2.
3.
4.
OBJECTIVES
Nature of Science: Students will:
• Understand that scientists have an obligation to connect their new ideas to current and historical
scientific knowledge.
• Develop and carry out investigations that extend their knowledge, including developing their
understanding of the relationship between investigations and scientific theories and models.
• Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating
accounts of the natural world and consider the wider implications of the methods of
communication and/or representation employed.
• Use relevant information to develop a coherent understanding of socio-scientific issues that
concern them, to identify possible responses at both personal and societal levels.
Living World: Students will:
• Life processes – explore the diverse ways in which animals and plants carry out the life
processes.
• Ecology – explore ecological distribution patterns and explain possible causes for these patterns.
• Evolution – understand that DNA and the environment interact in gene expression.
• Ecology and evolution – explain how the interaction between ecological factors and natural
selection leads to genetic changes within a species.
TEXTBOOKS
Classroom use:

PATTERNS OF LIFE - Meg Bayley
Optional Purchase:

BIOZONE - NCEA Level 2 student workbook and model answer booklet.
Excellent book(s) to support lessons and homework. Contains activities, NCEA style questions and
supported by web links. Powerpoint presentations supporting book topics are on student share
drive.
ACHIEVEMENT STANDARDS
In 2015 the course will offer 19 credits in Level 2 Biology. This comprises 11 credits internally
assessed and 8 credits by external examination.
Internally Assessed Standards
AS 91158
Version 2
AS 2.6
AS 91153
Version 2
AS 2.1
AS 91155
Version 2
AS 2.3
Investigate a pattern in an
ecological community, with
supervision.
Carry out a practical
investigation in a biology
context, with supervision.
Demonstrate understanding of
adaptation of plants or animals
to their way of life
4 credits
Term 1.
Week 10 (approx)
4 credits
Term 2.
Week 6 (approx)
3 credits
Term 3.
Week 5 (approx)
The Internal assessment dates are intended as a guide and the exact dates will be announced
once a firm timeline has been established.
These assessments are part of the formal assessment for NCEA. If you are absent for any summative
assessment the protocols outlined in the school assessment document must be followed. In the
case of the field study day (AS2.6) relevant data will be provided if a student is unable to go on the
scheduled field trip.
Externally Assessed Standards
AS 91156
version 2
Demonstrate understanding of life processes at
AS 2.4 cellular level.
4 credits
AS 91157
version 2
Demonstrate understanding of genetic variation
AS 2.5 and change.
4 credits
At the end of each external standard topic there will be a knowledge test based on NCEA style
questions. These will provide formative assessment and a guide to student progress.
The Cell Processes standard (AS 91156, Biology AS 2.8) will be taught in two sections during Term
2. Dividing the topic will allow teaching to focus initially upon material required for the practical
Investigation internal standard (AS 91153, Biology AS 2.1). It should also make it easier for students
to learn the concepts and provides an opportunity to better assess student understanding.
The formal school exams in September will cover both of the externally assessed achievement
standards in a similar format to the official NCEA external.
The results from the school exam will be used for AS 2.4 and AS 2.5 in the event of a derived grade
being required by NZQA.
Moderation and Authentication of Student Work
Marking of Assessment Tasks
1. Formative assessment will be marked by each class teacher to a common assessment schedule.
Cross moderation will be done by teachers comparing student answers, particularly in borderline
cases.
2. All internally assessed achievement standards will be marked and moderated by a panel of
teachers. The same process will also be used for the school examinations where the grade may
be used as a derived grade for the external NCEA examinations.
3. Following each assessment event, students will be shown the assessment schedule and will
receive feedback on their own achievement. If there are any problems, the school guidelines
must be followed. A written application for a reconsideration can be made within one week of the
return of the assessment.
4. Following feedback on assessments and any reconsideration of grades awarded, students will
verify their grade by signing a copy. These verified grades will be stored in a designated folder
in the Science department office.
Authentication of Student Work
1. Practice achievement standards / formative assessment will be done under exam conditions.
2. For both AS 2.6 and AS 2.3 students will submit their work at the school office by 0845 hrs on the
relevant due date. Along with the work submitted for assessment, students need to include a
signed student self-certification sheet, stating that the submitted work is the students own and
a printed report from an on-line plagiarism checker. For authenticity purposes you will also be
required to upload a digital version of your report onto the school network (details tba).
3. For AS 2.1 students will complete the practical component of this task either individually or in
pairs. Students will then process and report on their data individually under exam conditions
during class time: using data collected personally or collectively, from supplied materials or other
sources obtained by the student.
STUDENT FILES
A formal record of student grades is kept on the school network – KAMAR computer files. After
every internal assessment students will be asked to sign a copy of their grade for that particular
standard. This is a formal document and is kept in a designated folder in the Science department
office.
In addition the class teacher will keep a separate paper record of all of your assessment,
assignment and homework grades. All assessed work will be held in an individual student portfolio
file, located in each teaching lab. Students have access to this file at all times – but under no
circumstances can these documents be taken home or copied. They are available to students for
use at school. Student work may be required by NZQA for moderation purposes.
12 BIOLOGY Calendar 2015
TERM TWO
TERM THREE
TERM ONE
Cell processes AS 2.4
1 26 Jan
(total 380 half-days)
TERM FOUR
Animal adaptation AS 2.3
Revision
21 Apr
21 July
13 Oct
27 Apr Anzac Day
27 July
19 Oct
Waitangi Day
3 9 Feb
4 May
3 Aug
26 Oct
4 16 Feb
11 May
Day 1
Ecology AS 2.6
2
Genetics AS 2.5
Labour Day
2 Nov
11 Aug
Rocky shore field trip
NCEA begins
5 23 Feb
18 May
17 Aug
9 Nov
Sports Day
AS2.1 Internal assessment
6
AS 2.3 Internal assessment due
25 May
24 Aug
16 Nov
1 Jun Queens Birthday
Mid term break
31 Aug
23 Nov
7 Sep
30 Nov
3 Mar
7 9 Mar
Cell processes AS 2.4
8 16 Mar
8 Jun
Feast Day
9
Cell processes AS 2.4
School Exams
15 Jun
24 Mar
7 Dec
15 Sep
Genetics AS 2.5
Cell processes AS 2.4
10 30 Mar
End of Year
21 Sep
23 Jun
feedback on exams
AS 2.6 Internal assessment due
Good Friday
11
Last day of Term
29 Jun
AS 2.4 formative assessment
Last day of Term
12
96 half-days
104/106 half-days
100 half-days
86 half-days =386/388
Biology 2.6
Achievement Standard 91158
Version 2
Investigate a pattern in an ecological community, with supervision
Level
2
Planned review date
Credits
Assessment
4
31 December 2018
Date version published
Internal
20 November 2014
This achievement standard involves the investigation of a pattern in an ecological community, with supervision.
Achievement Criteria
Achieved
Investigate a pattern in an
ecological community, with
supervision.
Merit
Investigate in-depth a pattern in
an ecological community, with
supervision
Excellence
Comprehensively investigate a
pattern in an ecological
community, with supervision.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 7. It is aligned with the following achievement objective in the Living World
strand: Ecology - Explore ecological distribution patterns and explain possible causes for these patterns
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education,
2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa
achievement objectives to which this standard relates, see the Papa Whakaako for the relevant learning
area.
2
- Investigate involves describing observations or findings, and using those findings to identify the
pattern (or absence of a pattern) in an ecological community, relating this pattern to an environmental
factor, and describing how the environmental factor might affect chosen species within the
community.
- Investigate in-depth involves providing a reason for how or why the biology of one of the chosen
species relates to the pattern (or absence of a pattern). The biology involves structural, behavioural
or physiological adaptations of the organism which are related to the environmental factor and to an
interrelationship with an organism of another species (eg competition, predation, or mutualism).
-
Investigate comprehensively involves using an environmental factor and the biology of interrelated
organisms of different species to explain the pattern (or absence of a pattern). The explanation may
involve elaborating, applying, justifying, relating, evaluating, comparing and contrasting, and
analysing.
3
Investigation involves analysing, and interpreting information about the ecosystem. The information may
come from direct observations, collection of field data, tables, graphs, resource sheets, photographs,
videos, websites, and/or reference texts.
4
A community pattern may include: succession, zonation, stratification, or another distribution pattern in
response to an environmental factor.
5
Environmental factors likely to affect patterns in a community include abiotic and/or biotic factors.
6
Biology of the organisms refers to any adaptations of organisms that relate to the pattern being
investigated and may include interrelationships such as competition, predation, or mutualism.
7
Assessment against this standard may be based on a stand-alone or an individual investigation that can
contribute findings to a larger group or class investigation. In a group or class investigation, individual
findings may be discussed and individual students may interpret their own findings in the light of other
students’ investigations and findings. Findings from outside the group or class such as published
information or historical findings relevant to the investigation may also be used.
8
It is intended that this investigation be carried out with supervision. This means that the teacher provides
guidelines for the investigation such as the context for the investigation, instructions that specify the
requirements for a comprehensive investigation, and broad conditions such as the availability of
equipment and/or resource material. Students then develop and complete the investigation from the
initial guidelines given by the teacher. Supervision may involve discussion between teachers and
individual students in order to clarify the students’ ideas and may also involve teachers managing the
process of sharing findings.
9
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Biology 2.1
Achievement Standard 91153
Version 2
Carry out a practical investigation in a biology context, with supervision
Level
2
Planned review date
Credits
Assessment
4
31 December 2018
Date version published
Internal
20 November 2014
This achievement standard involves carrying out a practical investigation in a biology context, with supervision.
Achievement Criteria
Achieved
Carry out a practical investigation
in a biology context, with
supervision.
Merit
Excellence
Carry out an in-depth practical
investigation in a biology context,
with supervision.
Carry out a comprehensive
practical investigation in a biology
context, with supervision.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 7. It is aligned with the following achievement objectives in the Nature of
Science stand:
 Investigating in Science
Develop and carry out investigations that extend their science knowledge, including developing their
understanding of the relationship between investigations and scientific theories and models
 Understanding about Science
Understand that scientists have an obligation to connect their new ideas to current and historical
scientific knowledge and to present their findings for peer review and debate;
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education,
2010 at http://seniorsecondary.tki.org.nz.
Investigations must be based on contexts arising from content at Level 7 of The New Zealand
Curriculum, Learning Media, Ministry of Education, 2007, Living World strand.
Procedures outlined in Safety and Science: a Guidance Manual for New Zealand Schools, Learning
Media, Ministry of Education, 2000, must be followed. Investigations must comply with the Animal
Welfare Act 1999, as outlined in Caring for Animals: a Guide for Teachers, Early Childhood Educators,
and Students, Learning Media, Ministry of Education, 1999.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa
achievement objectives to which this standard relates, see the Papa Whakaako for the relevant learning
area.
2
Carry out a practical investigation involves:
 developing a statement of the purpose written as a hypothesis linked to a scientific concept or idea
 using a method that describes:
 for a fair test: a range for the independent variable, the measurement of the dependent variable
and the control of some other key variables
 for a pattern seeking or modelling activity: the data that will be collected, range of data/samples,
and consideration of some other key factors
 collecting, recording, and processing data relevant to the purpose of the investigation
 interpreting and reporting on the findings
 reaching a conclusion based on the student’s processed data which is relevant to the purpose of the
investigation
 identifying and including relevant findings from another source.
Carry out an in-depth practical investigation involves:
 using a method that describes:
 for a fair test: a valid range for the independent variable, the valid measurement of the dependent
variable and the control of other key variables with consideration of factors such as sampling bias
and sources of errors
 for a pattern seeking or modelling activity: a valid collection of data with consideration of factors
such as sampling bias and sources of errors



collecting, recording, and processing data which enables a trend or pattern (or the absence of a trend
or pattern) to be determined
reaching a valid conclusion based on the student’s processed data which is relevant to the purpose
of the investigation
a discussion of the biological ideas relating to the investigation that is based on the student’s findings
and those from other source(s).
Carry out a comprehensive practical investigation involves justification of the choices made during
the sound investigation, ie evaluating the validity of the method or reliability of the data and explaining
the conclusion in terms of the biology ideas relevant to the investigation.
3
A practical investigation is an activity covering the complete investigation process: planning and carrying
out the investigation, collecting primary data, processing and interpreting data, and reporting on the
investigation. Students may make changes to their initial method as they work through the investigation.
4
Assessment against this standard may be based on a stand-alone or an individual investigation that can
contribute findings to a larger group or class investigation. In a group or class investigation, individual
findings may be discussed and individual students may interpret their own findings in the light of other
students’ investigations and findings. Findings from outside the group or class such as published
information or historical findings relevant to the investigation may also be used.
5
The nature of the investigation could be the manipulation of variables (fair test), the investigation of a
pattern or relationship or the use of models.
6
It is intended that this investigation be carried out with supervision. This means that the teacher provides
guidelines for the investigation such as the context for the investigation, instructions that specify the
requirements for a comprehensive investigation, and broad experimental conditions such as the
availability of equipment or chemicals. Students then develop and complete the investigation from the
initial guidelines given by the teacher. Supervision may involve discussion between teachers and
individual students in order to clarify the students’ ideas and may also involve teachers managing the
process of sharing findings.
7
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Biology 2.3
Achievement Standard 91155
Version 2
Demonstrate understanding of adaptation of plants or animals to their way of life
Level
2
Planned review date
Credits
Assessment
3
31 December 2018
Date version published
Internal
20 November 2014
This achievement standard involves demonstrating understanding of adaptation of plants or animals to their
way of life.
Achievement Criteria
Achieved
Demonstrate understanding of
adaptation of plants or animals to
their way of life.
Merit
Excellence
Demonstrate in-depth
understanding of adaptation of
plants or animals to their way
of life.
Demonstrate comprehensive
understanding of adaptation of
plants or animals to their way of life.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 7. It is aligned with the following achievement objective in the Living World
strand: Life Processes
 Explore the diverse ways in which animals and plants carry out the life processes
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education,
2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa
achievement objectives to which this standard relates, see the Papa Whakaako for the relevant learning
area.
2
Demonstrate understanding involves describing the adaptations and identifying the aspects of the
adaptations that enable each organism to carry out its life process(es) in order to survive in its habitat.
Demonstrate in-depth understanding involves providing a biological reason that explains how or why
the adaptations enable each organism to carry out its life process(es) in order to survive in its habitat.
Demonstrate comprehensive understanding involves showing understanding by linking several
biological ideas. The linking of ideas may involve justifying, evaluating, comparing and contrasting, or
analysing, and must include consideration of the two points from below appropriate to the chosen
context.
In the context of understanding of adaptation related to one life process over three taxonomic or
functional groups of multi-cellular plants or animals:
 comparing diversity of adaptation in response to the same demand across different taxonomic or
functional groups
 limitations and advantages involved in each feature within each organism
In the context of understanding of adaptation across two related life processes within one taxonomic or
functional group:
 connections between two life processes within each organism which enhance the effectiveness of
both processes
 limitations and advantages involved in each feature within each organism.
3
Understanding of adaptation is demonstrated in relation to one life process over three taxonomic or
functional groups of multi-cellular plants or animals, or across two related life processes within one
taxonomic or functional group.
4
Adaptation involves the range of ways in which organisms have developed strategies to carry out the life
processes. An adaptation refers to a feature and its function as it enables an organism to carry out a life
process and thus occupy a specific ecological niche. It may include structural, behavioural, or
physiological features of an organism. An adaptation provides an advantage for the organism in its
specific habitat and ecological niche.
5
Way of life encompasses the ways in which an organism carries out all its life processes. It includes:



relationships with other organisms – competition, predation, parasitism, mutualism
reproductive strategies
adaptations to the physical habitat.
6
Life processes are selected from:
 internal transport
 gas exchange
 transpiration
 nutrition
 excretion
 support and movement
 sensitivity and co-ordination
 reproduction.
7
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Biology 2.4
Achievement Standard
Version 2
Demonstrate understanding of life processes at the cellular level
Level
2
Planned review date
Credits
Assessment
4
31 December 2018
Date version published
External
20 November 2014
This achievement standard involves demonstrating understanding of life processes at the cellular level.
Achievement Criteria
Achieved
Demonstrate understanding of
life processes at the cellular
level.
Merit
Excellence
Demonstrate in-depth
understanding of life processes
at the cellular level.
Demonstrate comprehensive
understanding of life processes at the
cellular level.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 7. It is aligned with the following achievement objective in the Living World
strand: Life Processes
 Explore the diverse ways in which animals and plants carry out the life processes
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education,
2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa
achievement objectives to which this standard relates, see the Papa Whakaako for the relevant learning
area.
2
Demonstrate understanding involves defining, using annotated diagrams or models to describe, and
describing characteristics of, or providing an account of, life processes at the cellular level.
Demonstrate in-depth understanding involves using biological ideas to give reasons how or why life
processes occur at the cellular level.
Demonstrate comprehensive understanding involves linking biological ideas about life processes at
the cellular level. The discussion of ideas may involve justifying, relating, evaluating, comparing and
contrasting, analysing.
3
Life processes at the cellular level include:
 photosynthesis
 respiration
 cell division (DNA replication and mitosis as part of the cell cycle).
4
Biological ideas, as they relate to each of the life processes at the cellular level, are selected from:
 movement of materials (including diffusion, osmosis, active transport)
 enzyme activity (specific names of enzymes are not required)
 factors affecting the process
 details of the processes only as they relate to the overall functioning of the cell (specific names of
stages are not required)
 reasons for similarities and differences between cells such as cell size and shape, and type and
number of organelles present.
5
Cells include plant cells and animal cells.
6
Assessment Specifications for this achievement standard can be accessed through the Biology
Resources page found at http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/.
Assessment Specifications
General information
Candidates may be required to interpret diagrams and new information, draw diagrams, and write
responses of one or more paragraphs. Some questions may be resource-based.
Candidates may use annotated diagrams to show evidence where appropriate.
Specific information

Understanding of the structure of DNA, and the meaning of semi-conservative replication as part of
cell division, is expected.

Factors affecting the various cell processes may include both direct and indirect availability of
resources.

Factors that affect enzyme activity within cells may include temperature, pH, substrate concentration,
co-enzymes and enzyme inhibitors.

Similarities and differences between cells may relate to the overall functioning of the organism and
justifying the reasons for these similarities and differences.

Movement of materials may also include facilitated diffusion.
Biology 2.5
Achievement Standard
Version 2
Demonstrate understanding of genetic variation and change
Level
2
Planned review date
Credits
4
31 December 2018
Assessment
Date version published
External
20 November 2014
This achievement standard involves demonstrating understanding of genetic variation and change.
Achievement Criteria
Achieved
Demonstrate understanding of
genetic variation and change.
Merit
Demonstrate in-depth
understanding of genetic
variation and change.
Excellence
Demonstrate comprehensive
understanding of genetic variation
and change.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007, Level 7. It is aligned with the following achievement objective in the Living World
strand: Ecology and Evolution
 Explain how the interaction between ecological factors and natural selection leads to genetic
changes within populations
and is related to the material in the Teaching and Learning Guide for Biology, Ministry of Education,
2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa
achievement objectives to which this standard relates, see the Papa Whakaako for the relevant learning
area.
2
Demonstrate understanding involves defining, using annotated diagrams or models to describe, and
describing characteristics of, or providing an account of, genetic variation and change.
Demonstrate in-depth understanding involves providing reasons as to how or why genetic variation and
change occurs.
Demonstrate comprehensive understanding involves linking biological ideas about genetic variation and
change. The discussion of ideas may involve justifying, relating, evaluating, comparing and contrasting,
or analysing.
3
Genetic variation and change involves the following concepts:
 sources of variation within a gene pool
 factors that cause changes to the allele frequency in a gene pool.
4
Biological ideas and processes relating to sources of variation within a gene pool are selected from:
 mutation as a source of new alleles
 independent assortment, segregation and crossing over during meiosis
 monohybrid inheritance to show the effect of co-dominance, incomplete dominance, lethal alleles,
and multiple alleles
 dihybrid inheritance with complete dominance
 the effect of crossing over and linked genes on dihybrid inheritance.
5
Biological ideas and processes relating to factors affecting allele frequencies in a gene pool are selected
from:
 natural selection
 migration
 genetic drift.
6
Assessment Specifications for this achievement standard can be accessed through the Biology
Resources page found at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
Assessment Specifications
General information
Candidates may be required to interpret diagrams and new information, draw diagrams, and write
responses of one or more paragraphs. Some questions may be resource-based.
Candidates may use annotated diagrams to show evidence where appropriate.
Specific information

Mutation as a source of new alleles requires candidates to understand the difference between gametic
and somatic mutations.

Candidates may be required to draw and / or interpret a Punnett square for any of the specified
monohybrid or dihybrid inheritance patterns, and calculate the expected proportions of genotype and
phenotype (expressed as a ratio, fraction, percentage, or decimal).

Understanding of genetic drift is considered to include founder effect and genetic bottlenecks.
Terms used in NCEA Biology:
Describe:
recognise, name, draw, give
characteristics of, or an account of…
Achieved level
Explain:
provide a reason as to how or why
something occurs.
Merit level
Discuss:
Show understanding by linking
biological ideas. Where necessary,
justify, relate, evaluate, compare and
contrast, or analyse.
Excellence level
All NCEA questions in external assessments provide opportunities to attain credits at Achieved, Merit
and Excellence.
More useful Terms:
Interpret data to reach a stated conclusion
Use an idea, theory or principle in a new situation
Give an account of similarities and differences between 2 or more
items, referring to both throughout. May use a table
Contrast or distinguish: Point out the differences
Give a precise meaning as concisely as possible
Define:
Assess the implications and limitations
Evaluate:
Give examples. Explain clearly by making comparisons between
Illustrate:
examples
Give a brief, condensed account, avoiding unnecessary details
Summarise:
Analyse:
Apply:
Compare:
Other useful resources: Copies of most of these texts can be found in the School Library.
Bradstock M. 1985. Between the tides: New Zealand shore and estuary life. Reed Methuen.
Morton J. 2004. Seashore ecology of New Zealand and the Pacific. Bateman.
Andrew N & Francis M (ed). 2003. The living Reef: The ecology of New Zealand’s rocky reefs. Craig
Potton publishing.
Byatt A, Fothergill A and Holmes M. 2001. The Blue Planet: a natural history of the oceans. BBC.
Jackson A.R.W & Jackson J.M. 1996. Environmental science: The natural environment and human
impact. Longman.
Campbell-Hunt D. 2002. Developing a Sanctuary: The Karori Experience. Victoria Link NZ.
Roberts M. 1986 (4th ed). Biology: a functional approach. Nelson.
Roberts A. 2011. Level 2 Biology study guide. ESA.
Relph D. 2001. New Zealand pathfinder series: Biology year 12. New House.
Kennett G. (ed). 2006. NCEA Level 2 Biology: selected questions from previous assessments with
suggested answers. Really useful resource.
A guide to referencing.
If you use someone else’s work (from whatever source: book, picture, internet etc), YOU MUST
credit the person whose work and ideas you are using. This applies even if you are simply using
their ideas to formulate your own AND whether you use their words directly or change them. This
is referencing – it’s about being honest and is the same idea as copywrite.
A. If you change the original words, pictures etc, slightly by putting the ideas into your
own words (this is called paraphrasing).
THEN:
Write the source of the original information in a Reference List at the end of your
assignment. This is done slightly differently depending upon the source of the original
information.
BOOKS
Author(s) name, Date of publication (in brackets), Title, and Publisher (place and company).
eg. Selinger, B. (1989). Chemistry in the Marketplace (4th ed.). Sydney: Heinemann
MAGAZINES, NEWSPAPERS and JOURNALS
Author(s) name, Date of publication (in brackets), Article title, Name of publication, Issue and
Page number(s).
eg. Becker, L.J. & Seligman,C.(1981). Welcome to the Energy Crisis. Journal of Social Issues. 37,1-7
INTERNET
The full URL / web address (underlined), Author(s)name/Organisation any Page numbers and the
date YOU accessed the site.
eg. www.usgs.com/catastrophism/asaro (United States Geological Society, 12.02.02)
As well as putting the reference in a list YOU SHOULD ALSO put a shortened version of the reference
in brackets at the end of the sentence in your assignment where you used those ideas/words. This is
often referred to as “in text referencing”.
Author’s surname, date of publication (in brackets).
eg. your words using Smith’s ideas (Smith, 1998). eg. marine reserves have larger fish (Smith, 1998).
For internet sources provide the full URL / web address.
B. If you use someone elses words unaltered (either written or spoken), then you are
quoting and must credit the original source of information. Use the same format used for books,
magazines, and internet sources as above.
1.
Use quotation marks to indicate the unaltered written or spoken words used in your assignment.
2.
Put a shortened version of the reference in brackets immediately following those words quoted
in your assignment (in text referencing).
Author’s surname, date of publication (in brackets).
eg. According to some scientists “many marine reserves show a dramatic increase in both the
number, size and variety of species within them” (Smith, 1998), although this is not true in all cases.
3.
AND finally, don’t forget to write the source of the original information in a Reference List at the
end of your assignment.