BANKSIA PARK INTERNATIONAL HIGH SCHOOL. Assessment Task Year Investigating a genetic disorder

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1 BANKSIA PARK INTERNATIONAL HIGH SCHOOL Assessment Task Year 8-10 Subject: Science Weighting: 10% Year Level: 10 Due Date: 20 th May Wed W 4 Task Name: Task Type: Teacher: Investigating a genetic disorder Issues investigation Dr. Koetz Aim: To investigate the causes, symptoms and ethical implications of a genetic disorder or condition. Background: Genetic disorders are caused by abnormalities in a person s DNA. These can be mutations in a single gene (single gene disorders), or changes in a set of genes (multifactorial disorders), or changes of whole chromosomes (chromosomal abnormalities). Some genetic disorders can be inherited, some only occur once and are not inherited. There are three broad groups of genetic disorders: Type of genetic disorder What is it? Some examples Single gene disorders Multifactorial disorders Chromosome abnormalities These are caused by a change in a single gene, which means that the protein that this gene encodes is changed, faulty, or missing entirely. These are caused by changes in multiple genes. These are caused by entire chromosomes, or parts of chromosomes, being missing, or duplicated, or otherwise changed. Cystic Fibrosis Huntington disease Sickle cell disease Alzheimer s disease Breast/ovarian cancer Hypothyroidism Down-Syndrome (Trisomy 21) Klinefelter s disease (XXY) Chronic myeloid leukaemia People who experience a genetic disease can seek the professional help of genetic counsellors, who help, support and provide genetic information to patients and families. Imagine you are a genetic counsellor. Your task is to choose and investigate one genetic disease (see steps below). What you need to do: Part 1. Choose and research a disease 1) Go to and read up on a few genetic diseases of different types. Choose one genetic disorder that is of interest to you. 2) Search for 2 additional sources of information for the genetic disorder you chose (not including Wikipedia). For each of the 3 sources, complete the Web site evaluation sheet. 3) Read through all 3 sources again, summarising key concepts.

2 4) Write a plan for your essay using the Essay planning sheet, keeping it short (dot points are fine). The essay plan together with your web site evaluation sheets need to be handed in to your teacher by Wednesday, May 6, Part 2. Write an informative essay about the topic, making sure your essay contains the following: 1) Short title (e.g. The causes, symptoms and inheritance of Cystic Fibrosis ) 2) Introduction (Paragraph 1; approx. 100 words) What is your topic about? What is the genetic disease? Why is it important? Why is it important to you? 3) Paragraph 2 (approx. 120 words): Explain the genetic disease in more detail, making sure you explain: What type of genetic disease it is (single gene, multifactorial, chromosomal)? Who can get the disease? What are the symptoms? How often does it occur? (e.g. 1 in ) 4) Paragraph 3 (approx. 150 words): Explain the causes of the genetic disease in more detail, making sure you explain: How does it occur (inherited or single mutation)? If inherited, how is it passed on through generations? If not inherited, how and why does the mutation/change occur? Can it be passed on? Include diagrams to demonstrate how the genetic disorder is inherited (e.g. a pedigree and/or Punnet Square) or, if it is not inherited, how the genetic disorder occurs (e.g. a diagram of abnormal mitosis or where the mutation occurs). Note: When including diagrams, make sure you include a figure heading and refer to the picture in your text (for example: Figure 2 shows that Cystic Fibrosis is recessive ). 5) Paragraph 4 (approx. 100 words): Reflection on your learning How much did you learn about this topic? What aspects did you find most interesting? What further questions do you have about the disease? 6) Conclusion (approx. 80 words): Summarise what you have found out and leant by writing one sentence for each paragraph. 7) Reference list state the name of your resource, its web site, and the date you accessed it. Optional Find more resources, but make sure you use the Web site evaluation sheet. Write one additional paragraph (approx. 100 words) on one of the following topics: - State and explain any ethical issues of this disease, and evaluate the pros and cons of this issue. Use evidence to justify your own opinion. - If the disorder you chose is not inherited: Imagine your friend having this disorder. Describe the everyday challenges your friend has to overcome, and how you could help him/her? - Is there a treatment for the disorder? Is so, describe it. If not, explain what research is being done?

3 Format This assessment can be delivered as a written essay or a video (documentary-style or recorded presentation or photo story with voice-over). If written it should be 550 words long, typed, and handed in electronically. If presented as a video, it should contain the same content as a written essay (see Task 2) and be no longer than 5 minutes in a format that can be played on MediaPlayer or similar. It must include your voice explaining the content. Resources Genetic Science Learning Centre. Genetic Disorders. Genetics Home Reference. Mitochondrial DNA. Better Health Channel. Genetic Disorders. National Human Genome Research Institute. What are genetic disorders? Australian Curriculum Achievement Standard: (Key ideas/ concepts) By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes. General capabilities Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding Crosscurriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia s engagement with Asia Sustainability

4 WEBSITE EVALUATION FORM Web site: Dated accessed: 1. Author: Who wrote the web page? Is it a person or an institution? Is the person/institution an authority of the topic? What credentials does the author/institution have? Can you find contact details? 2. Purpose: What is the goal of the site (educational, news, advertising etc.)? Is the information accurate? Does it fit the goal of your project? Why did the author publish this site? 3. Audience: Does the site clearly identify the audience? Are you part of the intended audience? Who do you think the audience of this site is? 4. Publication: When was the site published or last updated? Is the information current? Are the links upto-date? Are any sources referenced or is there a bibliography? 5. Technical and visual: Does the page take long to load? Are there any pictures or diagrams? Are there any headings to make the site easier to read? Is the web site easy to read and navigate? 6. Overall: Based on the answers of the previous questions, do you think this web site provides accurate and valid information? Why would/wouldn t you recommend it to others in your class?

5 ISSUES INVESTIGATION REPORT PLAN Title: Introduction (Paragraph 1) What is your topic about? What is the genetic disease? Why is it important? Why is it important to you? Paragraph 2 What type of genetic disease it is? Who can get the disease? What are the symptoms? Why is it important? Paragraph 3 What are the causes of the genetic disease? Is it inherited? If so how? If not inherited, how, why and where does the mutation/change occur? Can it be passed on? Paragraph 4 Optional paragraphs What are the ethical issues of this disease? What are the day-to-day obstacles for someone with this disease? Can this disorder be treated? Reflection on your learning to be completed later Conclusion To be completed later

6 FINAL GRADE.. Criteria A B C D E Excellent Good. Satisfactory Partial Minimal explain the processes that underpin heredity/ Consistently demonstrates a deep and broad knowledge and understanding of the processes that underpin heredity. Uses knowledge of heredity perceptively and logically to understand, explain and evaluate the causes, symptoms and issues of a genetic disorder. Consistently demonstrates a broad knowledge and understanding of the processes that underpin heredity. Uses knowledge of heredity logically to understand and explain the causes, symptoms and issues of a genetic disorder. Demonstrates reasonable knowledge and understanding of the processes that underpin heredity. Uses knowledge of heredity to understand and explain the causes, symptoms and issues of a genetic disorder. Demonstrates some knowledge and understanding of the processes that underpin heredity. Uses knowledge of heredity to describe the causes, symptoms or issues of a genetic disorder. Demonstrates little or incorrect knowledge and understanding of the processes that underpin heredity. Insufficiently or incorrectly describes the causes, symptoms or issues of a genetic disorder. construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes Critically and logically presents evidence-based arguments in a highly coherent manner and makes clear and logical connections between concepts and issues. Uses a variety of formats to understanding of heredity coherently and highly effectively. Critically and logically presents evidence-based arguments in a coherent manner and makes logical connections between concepts and issues. Uses a variety of formats to understanding of heredity coherently and effectively. Presents some evidence-based arguments and attempts making connections between concepts and issues. Uses written text only to understanding of heredity. Presents arguments with few attempts at making connections between concepts and issues. Uses written text only to understanding of heredity. Few attempts at making connections between concepts and issues. Uses written text only to understanding of heredity. Does not use evidence-based arguments. evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views and the evidence cited; select evidence and develop and justify conclusions Critically and systematically evaluates the validity and reliability of secondary sources. Critically and systematically selects and analyses evidence to formulate logical and perceptive conclusions. Critically and logically selects and consistently and appropriately acknowledges information about heredity and issues in heredity from at least 3 different sources. Critically evaluates the validity and reliability of secondary sources. Critically selects and analyses evidence to formulate logical conclusions. Critically and logically selects and consistently and appropriately acknowledges information about heredity and issues in heredity from 3 different sources. Evaluates the validity and reliability of secondary sources. Selects and analyses evidence to formulate logical conclusions. Selects and appropriately acknowledges information about heredity and issues in heredity from 2 different sources. Describes the validity of secondary sources. Selects some evidence to formulate conclusions. Selects information about heredity and issues in heredity from 2 different sources. Describes secondary sources. Formulates some conclusions not based on evidence. Selects information about heredity and issues in heredity from only 1 sources. Comments