-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION. -Module Number Session

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1 -SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION -Module Number Session Superclass- -Title- RH INTRODUCING REPRODUCTION AND INHERITANCE (x 1 / 2 ) DESCRIPTION- GENERAL COMPETENCE FOR UNIT: Comparing asexual and sexual reproduction in plants, the efficiency of sexual reproduction in two animals as well as applying the concepts of genetics to plants and animals and describing the application of genetics to breeding. OUTCOMES 1. compare asexual and sexual reproduction in plants; 2. compare the efficiency of sexual reproduction in two animals; 3. apply the concepts of genetics to plants and animals; 4. describe the application of genetics to breeding. CREDIT VALUE: 0.5 NC Credit. ACCESS STATEMENT: There is no access statement for this module For further information contact: Committee and Administration Unit, SQA, Hanover House, 24 Douglas Street, Glasgow G2 7NQ. This specification is distributed free to all approved centres. Additional copies may be purchased from SQA (Sales and Despatch section) at a cost of 1.50 (minimum order 5).

2 NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION STATEMENT OF STANDARDS UNIT NUMBER: UNIT TITLE: INTRODUCING REPRODUCTION AND INHERITANCE Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. OUTCOME 1. COMPARE ASEXUAL AND SEXUAL REPRODUCTION IN PLANTS PERFORMANCE CRITERIA (a) The description of asexual reproduction in given plants is correct with respect to: method; nature of offspring. (b) The description of sexual reproduction in plants is correct with respect to: (iv) (v) (vi) pollination; fertilisation; seed formation; fruit formation; seed dispersal; conditions required for germination. (c) The comparison of asexual and sexual reproduction in plants is correct in terms of: advantages; disadvantages. RANGE STATEMENT The range statement for this outcome is specified within the performance criteria. 2

3 EVIDENCE REQUIREMENTS Written evidence of the ability to describe asexual and sexual reproduction in plants as well as written evidence of the ability to critically compare asexual and sexual reproduction. An appropriate performance level must be used when judging sufficiency of evidence. OUTCOME 2. COMPARE THE EFFICIENCY OF SEXUAL REPRODUCTION IN TWO ANIMALS PERFORMANCE CRITERIA (a) The description of the process of fertilisation in given animals is correct with respect to: internal fertilisation; external fertilisation. (b) The comparison of the efficiency of sexual reproduction in given animals is correct with respect to: (iv) (v) number of gametes produced; physical proximity; behavioural patterns; protection of offspring; care of offspring. RANGE STATEMENT The range statement for this outcome is specified within the performance criteria. EVIDENCE REQUIREMENTS Written evidence of the ability to describe fertilisation in given animals and written evidence of the ability to compare the efficiency of sexual reproduction in given animals. An appropriate performance level must be used when judging sufficiency of evidence. 3

4 OUTCOME 3. APPLY THE CONCEPTS OF GENETICS TO PLANTS AND ANIMALS PERFORMANCE CRITERIA (a) The description of genetics is correct with respect to the use of the following terms: (iv) (v) (vi) (vii) homozygous; heterozygous; dominant alleles; recessive alleles; genotype; phenotype; gene. (b) The explanation of sex determination is correct with respect to: X and Y chromosomes; inheritance. (c) The solution of problems involving given monohybrid crosses are correct in terms of: genotypic ratios; phenotypic ratios; sex ratios. RANGE STATEMENT The range statement for this outcome is specified within the performance criteria. EVIDENCE REQUIREMENTS Written evidence of the ability to describe genetics, explain sex determination and provide solutions to given problems. An appropriate performance level must be used when judging sufficiency of evidence. 4

5 OUTCOME 4. DESCRIBE THE APPLICATION OF GENETICS TO BREEDING PERFORMANCE CRITERIA (a) (b) The description of genetics is correct with respect to the selection of specific characteristics for breeding. The description of the application of genetics to breeding is correct with respect to: (iv) methods; advantages; disadvantages; hazards. RANGE STATEMENT The range statement for this outcome is specified within the performance criteria. EVIDENCE REQUIREMENTS Written evidence of the ability to describe the application of genetics in breeding. An appropriate performance level must be used when judging sufficiency of evidence. ASSESSMENT RECORDS In order to achieve this unit, candidates are required to present sufficient evidence that they have met all the performance criteria for each outcome within the range specified. Details of these requirements are given for each outcome. The assessment instruments used should follow the general guidance offered by the SQA assessment model and an integrative approach to assessment is encouraged. (See references at the end of support notes). Accurate records should be made of assessment instruments used showing how evidence is generated for each outcome and giving marking schemes and/or checklists, etc. Records of candidates' achievements should be kept. These records will be available for external verification. 5

6 SPECIAL NEEDS In certain cases, modified outcomes and range statements can be proposed for certification. See references at end of Support Notes. Copyright SQA 1993 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 6

7 NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION UNIT NUMBER SUPPORT NOTES UNIT TITLE INTRODUCING REPRODUCTION AND INHERITANCE SUPPORT NOTES: This part of the unit specification is offered as guidance. None of the sections of the support notes is mandatory. NOTIONAL DESIGN LENGTH: SQA allocates a notional design length to a unit on the basis of time estimated for achievement of the stated standards by a candidate whose starting point is as described in the access statement. The notional design length for this unit is 20 hours. The use of notional design length for programme design and timetabling is advisory only. PURPOSE This half module is designed to introduce the candidate to the features of inheritance and reproduction in higher plants and animals. This module would be suitable for inclusion in an introductory programme in biology or genetics. It could be offered in conjunction with other stage 1 biology or science modules. SQA publishes summaries of NC units for easy reference, publicity purposes, centre handbooks, etc. The summary statement for this unit is as follows: This module will eanble you to gain a knowledge of the differences between asexual and sexual reproduction in plants and reproduction in different animals. You will also learn about genetics and its application. CONTENT/CONTEXT Corresponding to Outcomes 1-4: 1. Examples of methods of asexual reproduction - fragmentation, spore formation, runners, tubers, rhizomes, bulbs. Artificial propagation - cuttings and grafting. Nature of the offspring to be described as genetically identical or not. Wind and insect pollination. The process of fertilization in terms of growth of pollen tube, fusion of male and female nuclei, embryo, testa, endosperm, dry fruits, succulent fruits and the cotyledons(s). Production of fruits and dispersal of seeds in terms of animal, water, wind, and mechanical means. 7

8 2. Invertebrates internal - locusts, barnacles, snails, oligochaete worms. Invertebrates External - oyster, Palolo worms. (Leodice viridis), echinoderms. Vertebrates External - fish, amphibia. Vertebrates Internal - fish, reptiles, mammals, birds. 3. Genetic problems to cover all possible monohybrid crosses using a range of plants and animal exemplars. 4. Examples appropriate to the candidate's experience should be selected. Current issues might include topics such as gene therapy; production of hormones e.g. insulin using E.coli; tissue culture. APPROACHES TO GENERATING EVIDENCE During the work of the module candidates should have several opportunities to develop their skills. Each candidate should be assessed at appropriate points throughout the module. Where a candidate is unsuccessful in achieving an outcome, provision should be made for remediation and assessment. A candidate-centred, resource-based approach is likely to be the most appropriate for this module. Candidates should be encouraged to research materials for Outcomes 2 and 4. For Outcomes 1 and 3 the use of audio-visual material would provide a starting point. ASSESSMENT PROCEDURES Centres may use the Instruments of Assessment which are considered by tutors/trainers to be the most appropriate. Examples of Instruments of Assessment which could be used are as follows. Outcomes 1 & 3. It is recommended that objective questions are used here, under closed book conditions. For Outcomes 1 and 3, 16 objective questions should be set. The allocation of appropriate performance levels for each PC within each outcome could be as follows: Outcome 1: PC (a) 3 correct responses from 4 PC (b) 6 correct responses from 8 PC (c) 3 correct responses from 4 Outcome 3: PC (a) 7 correct responses from 8 PC (b) 2 correct responses from 2 PC (c) 4 correct responses from 6 8

9 Outcome 2. An assignment under open book conditions is recommended here. The candidate could complete a report of 750 words. For performance criterion (a) the candidate could complete 250 words and for Performance Criterion (b) the candidate could complete 500 words comparing a named animal reproducing by internal fertilisation and a named animal reproducing by external fertilisation. An appropriate performance level would be the full and correct completion of the assignment. Outcome 4. It is recommended that an assignment is set, under open book conditions to assess Performance Criteria (a) and (b). The candidate should complete a report of approximately 250 words. An appropriate performance level would be the full and correct completion of the assignment. PROGRESSION The candidate could complete other stage 1 biology modules and then progress onto stage 2 biology provision. RECOGNITION Many SQA NC units are recognised for entry/recruitment purposes. For up-to-date information see the SQA guide 'Recognised and Recommended Groupings'. REFERENCES 1. Guidelines for Module Writers. 2. SQA's National Standards for Assessment and Verification. 3. For a fuller discussion on assessment issues, please refer to SQA's Guide to Assessment. 4. Procedures for special needs statements are set out in SQA's guide 'Students with Special Needs'. Copyright SQA 1993 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 9