KURRALLA HIGH SCHOOL

Year 12 Biology Assessment Task

2

Task Title: Non-Infectious Diseases Case Study and Prevention Infographic

Student Name: N/A

Weighting: 35%
Date Issued: 17/05/2019
Due Date: 07/06/2019

Task Develop a case study, investigating various questions relating to a

Description: modifiable non-infectious disease of your choice. From this
information, develop a prevention intervention infographic for your
chosen disease, to be implemented in your local community.
SUBMISSION DETAILS: The prevention intervention infographic may be completed digitally or
physically. If created digitally, it must be uploaded onto a USB and submitted to the teacher by the
due date.

Outcomes
Assessed:

BIO11/12-1 develops and evaluates questions and hypotheses for scientific

investigation
BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary
data and information
BIO11/12-4 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media
BIO11/12-7 communicates scientific understanding using suitable language and
terminology for a specific audience or purpose
BIO12-15 explains non-infectious disease and disorders and a range of technologies
and methods used to assist, control, prevent and treat non-infectious disease

Summary of Marks
Student Mark: Percentage (%) Rank
/ 63 / 120

Assessment Task Description

 (PART 1)

You are to create a case study which may be featured in the upcoming school
newsletter on ‘Health and Wellbeing’. To guide your research in the case study, you will
need to:

i- Select a preventable non-infectious disease from the list below:

- Cancer
- Diabetes
- Heart Disease
- Hypertension
- Lung Disease
ii- Your case study should be formed by researching various factors and
components relating to your chosen disease. Your case study needs to
include the following questions and components (provide examples):
1- Describe the disease
2- Describe 3-4 modifiable risk factors that contribute to the disease
3- What are the symptoms associated with the disease
4- What are the treatment options used to treat the complications caused
by the disease
5- Discuss the effect of the disease on an individual's quality of life and life
expectancy?
iii- Create a line graph representing two of the disease-related statistics below:
- Incidence rates of the disease in Australia
- Prevalence rates of the disease in Australia
- Mortality rates of the disease in Australia

(PART 2)

Design an infographic, thoroughly describing the nature of the disease and illustrating
the various prevention measures taken to reduce the risk of developing the disease.
Your infographic should include facts and statistics and needs to contain 5-6 different
prevention measures, with a written description of each.

*Responses must be accompanied by relevant, reliable and valid scientific evidence and
sources to support your answers and claims. Your assessment needs to include a detailed
bibliography (reference list) at the end.

Assessment Task Rationale

The aim of the case study aims to examine students’ abilities to conduct a thorough and
constructive quality of research in order to answer various questions and components
related to their chosen non-infectious disease. By engaging with a variety of questions,
students are able to derive and demonstrate a comprehensive understanding of the
nature, causes, risk factors, symptoms and treatments of the disease. Students are also
examined on their ability to appraise sources of scientific information and literature
throughout their research techniques, and evaluate their relevance, validity and reliability
when answering the case study questions. They also develop a growing capacity to
appreciate scientific literature and implement it in the process of gaining scientific
understanding and knowledge.
After having been involved in a statistical graph and table workshop, students were given
the opportunity to extend their capacity to be able to read and create statistical graphs
and tables over the course of a few structured lessons. Students were also taught how to
obtain reliable and valid information from various sources for input into their graphs and
tables. This assessment requires students to demonstrate their graphical skills and
competencies by devising a line graph representing two separate statistical variables
relating to their chosen disease.
The fundamental purpose behind the incorporation of a visual component (infographic)
within the assessment is to diversify the application of knowledge and learning into a
different medium of presentation, inherently giving capacity to students with diverse
learning needs and varying learning styles the ability to demonstrate their own
understanding in a creative method.
PART 1 – Case Study Create a 2-page case study, investigating various questions relating to a modifiable non-infectious disease

Outcome Undemonstrated Basic Satisfactory High Outstanding

0 Marks 1-3 Marks 4-7 Marks 8-11 Marks 12-15 Marks

BIO11/12-1 No attempt made to Attempts to answer few Provides a response for Communicates answers to Comprehensively answers
answer any questions questions and some questions and most questions and every single question and
Develops and
and components of the components of the case components of the case components of the case components of the case
evaluates questions
case study. study, however study, however there study, however, responses study and provides relevant
and hypotheses for
responses are may be non-relevancy at may be brief and lack a examples for clarification
scientific
incoherent and do not certain times, with no degree of clarification through when necessary. Responses
investigation
directly answer the examples provided to the use of relevant examples. are elaborate and detailed.
question being asked. supplement responses.

BIO11/12-3 Provides no scientific Provides incorrect use of Identifies some scientific Integrates a range of relevant,
evidence and sources scientific evidence and evidence in their case valid and reliable sources into
Conducts in support of their sources to back up their study responses that are case study responses that
investigations to responses to questions responses. Evidence relevant and valid to the reflects extensive research
collect valid and in the case study. No lacks validity and topic. A reference list is and understanding. Provides a
reliable primary and reference list present. reliability, and refence provided. correctly referenced
secondary data and
list is structured bibliography.
information
incorrectly.

BIO11/12-4 Fails to create a line Makes an attempt to Creates a line graph that Devises a structured line
graph that visually create a graph, however only illustrates 1 graph that effectively
Selects and
represents any the graph style may be statistical variable or illustrates two disease-related
processes
statistics and values incorrect, or the values that may contain statistical variables. Graph is
appropriate
relating to their are incorrectly placed on incorrect placement of clear and values are correctly
qualitative and
disease. the graph. Quantitative quantitative information displayed.
quantitative data
values may also be on the graph.
and information
unrelated.
using a range of
appropriate media
 No attempt made to Makes an attempt to Designs an infographic Effectively designs an
design an infographic design an infographic, that incorporates most infographic that coherently
BIO11/12-7
for this part of the however the infographic components of illustrates and represents all
Communicates assessment. is poorly designed and information, however, components of information to
scientific poorly structured, infographic lacks visual the reader in a
understanding using making it difficult to appeal or may be comprehensible and visually
suitable language follow. structurally incoherent appealing manner. Selects
and terminology for at times. and uses a range of illustrative
a specific audience techniques.
or purpose
 THE CRAAP TEST TO EVALUATE INFORMATION SOURCES
By using the CRAAP test, it can help you critically analyse the sources of information you have found
for your assessment. By evaluating your information using these following components, it will help
you determine the level of importance and usefulness of your chosen source.

When was the information published or posted?

CURRENCY Has the information been constantly updated or is it out-of-date?
The timeliness and suitability of the
Is the information current enough for your project?
information for your project?

Who is the intended target audience of your information resource?

RELEVANCE How appropriate and comprehensive is the level of information? Is it basic
How appropriate and important is the or advanced?
information for your project?
Has an Australian perspective or scope been provided?

Who wrote, published and/or sponsored the information?

AUTHORITY
What are their qualifications, credentials and level of expertise?
Are the authors, publishers and sources
of information knowledgeable and What other works have they produced on the topic?
reliable?
Do they have any contact information such as a contact number, email
address or mailing address?

Is the information cited in other sources of information? Are the author’s

ACCURACY own references legitimate?

How truthful, reliable and correct is the Does the language or tone seem unbiased and free from emotion?
information content?
Are there spelling, grammar, or other typographical errors?

Is the purpose and intention of the information to inform and educate or

PURPOSE perhaps to entertain and sell an idea or product?
What was the reason behind the
information resource being created? Does the point of view appear objective, unbiased and impartial?

Do the authors/sponsors make their intentions or purpose clear?

COMPOSING WRITTED RESPONSES THROUGH THE ALARM SCAFFOLD
NAME & DEFINE
What are the main components,
methods, principles and/or strategies of
your topic? Name and define them.

DESCRIBE
What are the features, characteristics
and qualities of each component of
your topic?

What do each of the characteristics and

features look like or act like?

What techniques can you use to

illustrate or demonstrated these ideas
or components?

EXPLAIN
What is the purpose, function or role of
each component of your topic?

What impact or effect does each feature

have on your topic?

What is the cause or reason behind these

effects?

ANALYSE

What are the positive and negative

elements of each feature?

Explain how each feature is beneficial or

non-beneficial.
 ASSESSMENT REFLECTION SHEET
for students:

How well do you think you have understood the instructions and requirements of this
assessment task?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Which section do you believe you performed best in with this assessment, and why do you
think that?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

What component of this assessment task do you believe you could perform better in next time
and what strategies and efforts will you employ to try and achieve this?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

for the teacher:

Do you believe that students were able to establish a firm grasp of the content material and
the different requirements being asked of them in order to complete the case study?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Did the variance in the assessment task sections allow for a diversity of learners to apply their
knowledge, skills and understanding towards completing particular components compared
with others?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Reflecting on student performances in the different components of this assessment task and
their personal feedback, how will this feedback inform your pedagogical practice and
strategies in the classroom to maximise learning?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 LINE GRAPH EXAMPLE

Correct
Title

Correct
indicators Legend

Correct
labels

Correct
scales