A VCE Biology student, Jamie, has completed a scientific investigation on the effect of different concentrations of salt solutions on the germination rate of radish seeds. Jamie is now creating a scientific poster to present their findings. Which of the following statements best describes the MOST appropriate content and style for the ‘References and Acknowledgements’ section of the poster?
A detailed list of every source consulted during the investigation, including websites, textbooks, and personal communications, formatted according to a consistent citation style (e.g., APA or Harvard), and a thank you note to everyone who provided assistance, regardless of the extent of their contribution.
A concise list of only the sources directly cited in the poster, formatted according to a consistent citation style (e.g., APA or Harvard), and brief acknowledgements to individuals or institutions that provided significant assistance with the investigation.
A comprehensive bibliography of all relevant literature on seed germination and salt tolerance, regardless of whether they were directly cited in the poster, to demonstrate the breadth of Jamie’s research.
A brief mention of the general types of sources used (e.g., scientific journals, textbooks) without specific citations, and a lengthy, personalized thank you message to friends and family for their support.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Biology practice question worth 1 mark, testing your understanding of Poster presentation conventions. It falls under How is scientific inquiry used to investigate cellular processes and/or biological change? in Unit 4: How does life change and respond to challenges?. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease. Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time using evidence from paleontology, structural morphology, molecular homology and comparative genomics. Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence. Students demonstrate and apply their knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue. Examples of investigation topics include, but are not limited to: deviant cell behaviour and links to disease; autoimmune diseases; allergic reactions; development of immunotherapy strategies; use and application of bacteriophage therapy; prevention and eradication of disease; vaccinations; bioprospecting for new medical treatments; trends, patterns and evidence for evolutionary relationships; population and species changes over time in non-animal communities such as forests and microbiota; monitoring of gene pools for conservation planning; role of selective breeding programs in conservation of endangered species; or impact of new technologies on the study of evolutionary biology. A student-designed scientific investigation involving the generation of primary data related to cellular processes and/or how life changes and responds to challenges is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in this unit, Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format as outlined in the study design.
Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to cellular processes and/or how life changes and responds to challenges. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or in the field. When undertaking the investigation students are required to apply the key science skills to develop a question, state an aim, formulate a hypothesis and plan a course of action to answer the question, while complying with safety and ethical guidelines. Students then undertake an investigation to generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw a conclusion in response to the question. The presentation format for the investigation is a scientific poster constructed according to the structure outlined in the study design. A logbook is maintained by students for record, assessment and authentication purposes.
conventions of scientific poster presentation, including succinct communication of the selected scientific investigation and acknowledgements and references
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