Biology CAT 2
A Word About Topic Choice.
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Who chooses my topic?
The answer to this common question varies. There is, to my knowledge, no one "right" answer to the question according to Board of Studies guidelines.
Possibility 1: Teacher directed
In some schools, teachers have had experience with a few topics over many years and they either suggest strongly or allocate these topics to their students.
Usually the teachers have collected a supply of resource material, or at least references, on the topics they are suggesting and they make this material available to the students as a starting point.
The advantage of this method is that the teachers are comfortable with the topics and should be able to provide quality feedback on plans and drafts. Also, students have access to relevant resource material with which to begin the research of the topic.
The disadvantage is that students may have a strong interest in a topic which may well be suitable, but they are either not allowed to, or they are discouraged from choosing that topic. In some cases, a teacher will suggest to a student in this situation that 'you're on your own' as far as resources and expert help go, but the student is still permitted to do the topic s/he chooses.
Possibility 2: Student choice
Some teachers give their students complete freedom to research various topics and choose for themselves the Topic for their CAT 2 report.
In this case, the student is less likely to get other than general starting information from the teacher. This may be similar to the advice on the Assessment page I have written for this site.
The advantage of this method is that it gives students freedom to research a Topic in which they have an interest. That should provide good motivation for the student.
The disadvantages are that the student will need to find much or all of the resource material needed for all of the criteria assessed in the CAT, this can become time-consuming and frustrating. Also, the topic chosen by the student may be outside the expertise of the teacher (we do not all know 'everything', it's surprising but true!) and the quality of feedback the teacher can give may be limited by this.
Possibility 3: Somewhere in between Possibilities 1 and 2
This may be the most common scenario.
Students are encouraged to think for themselves about possible topics, but then need to negotiate their decision with the teacher. If the teacher feels unable to provide adequate support for a suggested topic, an alternative may be suggested.
The advantages and disadvantages of this are similar to those described above, although in this case it is unlikely that a student would be permitted to 'sink or swim' alone.
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How do I know if my topic is suitable?
Ultimately, your teacher is the person who should advise you on the suitability of a topic.
There has been advice to teachers from the Board of Studies over many years about this CAT, and although things have changed slightly from year to year, it is the teacher's job to be aware of the Board's most current position. Students need to trust that this is true for their teacher.
The State Reviewer of CAT 2 has made some public statements about topic choice that your teacher should know about.
Last year, in an article in "The Education Age" (Andrew Dunstall; "State Reviewer Andrew Dunstall, answers some commonly asked questions about VCE Biology CAT 2", 30 July 1996), the State Reviewer cautioned students, and their teachers, that some of the CAT 2 topics related to human genetic disorders had been tackled poorly in the past. He particularly named "Cystic Fibrosis" as one of these topics. As he pointed out, students often find that their CAT 2 reports on a topic involving a disorder such as this do not achieve the grade they hoped. This is almost always because large sections of the report are irrelevant to the criteria used for assessment. Students persist in including lengthy descriptions of the signs and symptoms of the disorder - irrelevant! And they describe in graphic detail the ways by which samples of foetal tissue may be obtained (amniocentesis or chorionic villus sampling) - irrelevant! This is such an ongoing problem that the State Reviewer suggests avoiding such topics. I am not inclined to agree with this advice, I believe that, with suitable direction from the teacher, these interesting topics can be done well, but the focus must be on manipulation of DNA in some way - perhaps for prenatal diagnosis of the trait or for gene therapy to correct the phenotype. It is, however, vital that students and teachers know what is needed for Very High and High achievement on each of the assessment criteria. That information is on another page of this site, click the link in the previous sentence.
At the Biology Teachers' Conference at Monash University on May 9, 1997 the State Reviewer was asked if "Dolly" - the cloning of a sheep reported recently world-wide is a suitable CAT 2 Topic. His answer was emphatically NO! Teachers and students need to be aware of this! It was explained that the mechanism of creating "Dolly" was merely to remove a nucleus, with all its chromosomes intact, from one cell and place this in an enucleated ovum from another animal. This ovum was then implanted into a ewe and the pregnancy was completed. In the State Reviewer's opinion this is not manipulation of genetic material in a way that a report on it is likely to adequately satisfy Criterion 2; 'Understanding of Relevant Genetics' and Criterion 3; 'Understanding of Genetic Techniques'. My personal feeling is that this decision is likely to generate debate amongst Biology students and teachers, and that debate is appropriate. But as the State Reviewer has explained his decision to the teachers, it would be a brave student and teacher who ignores the decision and risks this as a CAT 2 Topic!
The Topics covered in the Interviews with Scientists at this site have been chosen and reported so that they do match with the Biology CAT 2 Assessment Criteria. And whilst each Interview includes background material that may not be directly relevant in a CAT 2 report, the 'skeleton' and a good deal of 'flesh' is in each interview on which an excellent CAT 2 report can be built. There is a variety of 'degrees of difficulty' in these interviews so that students can choose between these as their interest and ability dictates.
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Where do I get more information about topics?
Again, your teacher is the best source initially.
If your teacher cannot give you a few topic suggestions to get you started, at least s/he is likely to be able to suggest where you might obtain such material.
Your school library is also a likely source. This CAT has been in place since 1992 and most school libraries will have some information on popular topics.
Of course, I hope that you will look further into the VCE Biology Students' Site where you will find nine potential topics to consider!
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Where do I find resources?
By now you should know that my first advice 'ask is your teacher'.
Next is certainly the school library as I wrote in the previous section.
CAT 2 reports from previous years are usually helpful in looking at resources others have found. Following up leads in this way is not plaigerism as long as you don't merely copy another student's work. (But you wouldn't do that, I'm sure!)
Be aware when reading old CAT 2 reports that the criteria and their descriptors change slightly (or sometimes mightily) from year to year, and that work that got A+ in the past would almost certainly no do so in 1997. (Another reason that plaigerism doesn't pay!) Also, you will need to find some very recent resources, as this is a factor in assessing your resource list.
Since I assume that you are reading this on the Internet, you have at your disposal an almost unlimited range of information via the Search Engines. I have addressed this elsewhere. The main problem with Internet searches is that the range and suitability of the hits you get can be enormous. Careful thought about the keywords you use in your search can help narrow your search to manageable proportions, but you will still need to devote quite a deal of time to this task if it's the way you choose to go.
There are also packages of information and special seminars prepared by several different organisations. These can range from terrific to a waste of time/money. I have discussed these on the page titled Assessment and Report Writing.
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How can the VCE Biology Site help?
As has been explained in other places, the purpose of this site is to help students with CAT 2 Topics which have come from the work done in Biochemistry at La Trobe University. So that is what you will find if you read the Interviews with Scientists.
The Summary notes for CAT 1 and CAT 3 are somewhat of a 'bonus' - something I thought worth doing as part of the site's total package.
There will not be information, this year at least, about any topics other than those reported in the Interviews. But as Web sites are constantly evolving, who knows what may be here in future years?
I am available for email help (no phone calls please) on questions related to the topics presented at this site, but I know that you will understand that I am unable to offer tutorial assistance, draft reading or similar feedback which should come from your teacher. I am also unable to enter into email discussion on the suitability of specific topics. That again is your teacher's role.
Hopefully many students will find the Interviews at this site interesting and suitable for their CAT 2 topics. I would be interested to obtain your opinions on what is good and what could be better here. Click the email or comment button below and let me know. Students may be amused to know that I too have been through many drafts of the Interviews before they are put on the server - nine interviews has been like doing nine CATs simultaneously! You have my sympathy and admiration!!
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We welcome your comments about this project.
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This page is maintained by Jenny Herington, who can be contacted at bio_cat@bioserve.latrobe.edu.au by email.
All of the pages at the VCE Biology Students' site are copyright © Biochemistry, LaTrobe University.
Last update :27 June 97
