Download Biology (2004)

Biology (2004)
Sample assessment instrument and student responses
Written task 2
July 2010
Purposes of assessment 1
The purposes of assessment are to:

promote, assist and improve student learning

inform programs of teaching and learning

provide information for those people — students, parents, teachers — who need to know about the progress
and achievements of individual students to help them achieve to the best of their abilities

provide information for the issuing of certificates of achievement

provide information to those people who need to know how well groups of students are achieving (school
authorities, the State Minister for Education and Training and the Arts, the Federal Minister for Education).
It is common practice to label assessment as being formative, diagnostic or summative, according to the major
purpose of the assessment.
The major purpose of formative assessment is to help students attain higher levels of performance. The major
purpose of diagnostic assessment is to determine the nature of students’ learning, and then provide the
appropriate feedback or intervention. The major purpose of summative assessment is to indicate the achievement
status or standards achieved by students at a particular point in their schooling. It is geared towards reporting and
certification.
Syllabus requirements
Teachers should ensure that assessment instruments are consistent with the requirements, techniques and
conditions of the Biology syllabus and the implementation year 2004.
Assessment instruments 2
High-quality assessment instruments 3 :
have construct validity (the instruments actually assess what they were designed to assess)

have face validity (they appear to assess what you believe they are intended to assess)

give students clear and definite instructions

are written in language suited to the reading capabilities of the students for whom the instruments are
intended

are clearly presented through appropriate choice of layout, cues, visual design, format and choice of words

are used under clear, definite and specified conditions that are appropriate for all the students whose
achievements are being assessed

have clear criteria for making judgments about achievements (these criteria are shared with students before
they are assessed)

are used under conditions that allow optimal participation for all

are inclusive of students’ diverse backgrounds

allow students to demonstrate the breadth and depth of their achievements

only involve the reproduction of gender, socioeconomic, ethnic or other cultural factors if careful consideration
has determined that such reproduction is necessary.
1
QSA 2008, P–12 Assessment Policy, p. 2.
2
Assessment instruments are the actual tools used by schools and the QSA to gather information about student achievement, for
example, recorded observation of a game of volleyball, write-up of a field trip to the local water catchment and storage area, a test of
number facts, the Senior External Examination in Chinese, the 2006 QCS Test, the 2008 Year 4 English comparable assessment task.
3
2

QSA 2008, P–12 Assessment Policy, pp. 2–3.
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Biology (2004)
Sample assessment instrument and student responses Written task
Biology (2004)
Sample assessment instrument and student responses
Written task
Compiled by the Queensland Studies Authority
July 2010
About this assessment instrument
The purpose of this document is to inform assessment practices of teachers in schools. For this
reason, the assessment instrument is not presented in a way that would allow its immediate
application in a school context. In particular, the assessment technique is presented in isolation
from other information relevant to the implementation of the assessment. For further information
about those aspects of the assessment not explained in this document, please refer to the
assessment section of the syllabus.
This sample provides opportunities for students to:

recall ideas, concepts and theories of biology

describe biological ideas, concepts and theories applied to a range of situations

apply and link ideas, concepts and theories to explain phenomena in a range of situations

analyse data gathered from investigations.
This sample assessment instrument is intended to be a guide to help teachers plan and develop
assessment instruments for individual school settings.
Queensland Studies Authority Revised: July 2010
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3
Assessment instrument
The student work presented in this sample is in response to assessment items which are subsets
or parts of an assessment instrument.
Section 1
1. Study the diagram of the digestive tract.
Diagram has been removed due to copyright restrictions.
I
II
III
IV
V
VI
VII
VIII
IX
X
XI
Diagram of human digestive system with the following organs indicated:
mouth
gall bladder
liver
duodenum
caecum
ileum
large intestine
pancreas
pyloric sphincter
stomach
cardiac sphincter
Select all the appropriate numbers from the diagram that match each of the functions given. (There may be more than one
for each function.)
Function
Number
a. Produces digestive enzymes
b. Produces an emulsifier
c. Absorbs small food particles
d. Removes water from undigested food
e. A place where mechanical digestion occurs
2. Use the following diagram which depicts the action of an enzyme to answer the following questions:
Diagram has been removed due to copyright restrictions.
Diagram of the action of an enzyme.
a.
b.
c.
4
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Write the letter of the structure that represents the enzyme.
Why are enzymes such an important part of our digestive process?
What would be the effect on the body if protease became inactive?
Biology (2004)
Sample assessment instrument and student responses Written task
3. An experiment was set up as shown:
Diagram has been removed due to copyright restrictions.
Diagram showing four test tubes with the following conditions:
o
Test tube 1: Temperature 17 C, dilute HCL + pepsin and cooked egg white
Test tube 2: Temperature 17oC, water + pepsin and cooked egg white
Test tube 3: Temperature 37 oC, dilute HCL + pepsin and cooked egg white
Test tube 4: Temperature 37oC, water + pepsin and cooked egg white
In which tube will the egg white be digested most quickly? Justify your answer.
4. A physiologist set up an experiment to investigate the changes in acid levels of the stomach after a meal was eaten.
The acid levels were determined by measuring the volume of sodium hydroxide (NaOH) solution required to neutralise
the acid sample taken from the stomach. The results are shown below.
a.
b.
c.
Time after
meal (Hours)
Volume of NaOH needed to
neutralise the stomach acid (mL)
0
37
0.5
40
1.0
55
1.5
70
2.0
63
2.5
55
3.0
48
3.5
40
4.0
37
4.5
37
Present these results in a graph.
Describe the changes in acid levels of the stomach contents after eating a meal. Give reasons for the changes
observed.
Other than acid, state one other substance which is commonly found in the gastric juice of a healthy person and
describe its function.
5. At a research institute, guinea pigs were being fed a food nutrient mixture, but growth appeared to be retarded. It was
suggested that this could be due to insufficient quantities of certain essential amino acids in the diet. The following
experiment was then set up:
Group 1: fed original diet
Group 2: fed original diet and supplements of all essential amino acids
Group 3: fed original diet plus supplement of one essential amino acids (i.e. Isoleucine)
Group 4: fed original diet plus supplement of another essential amino acids (i.e. Leucine)
Groups 5-10: as for Groups 3 and 4, with supplement of different amino acids as in table
Each group contained four guinea pigs of approximately equal starting weight, and they were fed on these diets for four
weeks.
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Results:
Group
1
2
3
4
5
6
7
8
9
10
+ Ile
+ Leu
+ Lys
+ Met
+ Phe
+ Thr
+ Tryp
+ Val
Av. Mass
before (g)
75
73
76
72
73
70
75
74
73
74
Av. Mass
after (g)
83
99
85
81
82
94
82
85
92
83
Key:
Ile
Leu
Lys
Met
Isoleucine
Leucine
Lysine
Methionine
Phe
Thr
Tryp
Val
Phenylalanine
Threonine
Tryptophan
Valine
From this data, the researchers should conclude that the original food nutrient mixture was deficient in which amino acid or
acids? Explain your answer.
6. The lamprey is a primitive fish which inhabits seas and lakes. It does not possess jaws, but has a mouth which forms
a powerful toothed sucker. Within the mouth cavity there is a moveable tongue which bears small teeth: this can be
used as a rasp (to file or scrape with a coarse file having sharp projections). An oesophagus leads from the mouth
directly into a straight intestine. Associated with the alimentary canal there is a liver, a gall-bladder, and a bile duct,
but no separate pancreas. However, in the wall of the anterior part of the intestine there are large patches of cells that
produce proteases. The salivary glands which drain into the mouth cavity produce a secretion which has been found
to inhibit the clotting of fishes’ blood.
Diagram has been removed due to copyright restrictions.
Diagram of the structure of a lamprey’s mouth.
Diagram of a lamprey.
a.
b.
In what ways does the alimentary canal of the lamprey differ from that of a mammal such as a rat?
Determine how the lamprey feeds. Explain your answer.
7. Adam and Jamie from Myth Busters wanted to test an age-old myth. They choose two subjects as shown below. Both
subjects ate the diet listed each day for one month and they were allowed to live their normal lives. At the end of
each week they were weighed.
6
Subject 1:
20-year-old male university student (75 kg) studying sports physiology who plays sport regularly.
Diet: 40 slices of white bread/day + adequate water
Subject 2:
20-year-old male university student (75 kg) studying classical music
Diet:
2 pieces of steak
3 apples
3 cups of milk
2 slices of cheese
10 slices of bread
3 potatoes
⅔cup of peas
Adequate water to drink
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Biology (2004)
Sample assessment instrument and student responses Written task
Table 1: NUTRITIONAL VALUES IN FOODS
Food
Carbohydrates
Energy (kJ)
Water (g)
Protein (g)
Fat (g)
White bread (4 slices)
1020
38.3
7.8
1.4
Milk (1/2 cup)
280
87
3.4
3.7
4.3
Cheese (1 slice)
885
18.5
12.7
17.3
trace
Steak (T- Bone)
1140
56.9
20.4
20.4
0
Potato
290
80
2.5
trace
15.9
Canned peas (⅔ cup)
360
72.7
5.9
trace
16.5
Cabbage (⅔cup)
40
95.7
1.3
trace
1.1
Apple
200
84.1
0.3
trace
12.2
(g)
52.7
Table 2: RECOMMENDED DAILY INTAKES
Sex & age
Weight (kg)
Energy (kJ)
Protein
Fat
Carbohydrates
Male 19 – 49
74
10 710 / day
0.75 g/kg
70 g
350 g
Male 50 – 59
74
10 710 / day
0.75 g/kg
70 g
350 g
Female 19 – 49
60
8150 / day
0.85 g/kg
60 g
300 g
Female 50 - 59
63
7980 / day
0.75 g/kg
60 g
300 g
a.
b.
Write the hypothesis the Myth Busters were investigating.
Critically analyse the design of the Myth Busters’ investigation suggesting changes if necessary.
c.
Comment on the validity of any data which may have been collected by the Myth Busters.
Section 2
1. The diagram below shows how gas exchange occurs.
Diagram has been removed due to copyright restrictions.
Diagram of an alveoli and capillary with the following
A
arrow showing blood flow
B
arrow to show movement from red blood cell to alveoli
C
arrow to show air flow out of alveoli
D
arrow to show air flow into alveoli
E
arrow to show movement into red blood cell from alveoli
Red blood cell
Thin layer of fluid
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Stage
Explanation
A
B
C
Air with high CO2 is exhaled.
D
E
a.
b.
Oxygenated blood flows away.
Fill in the missing explanations in the table.
Name the type of blood vessel indicated on the diagram. Explain your choice.
2. The diagram shows variations in the concentration of oxygen combined with haemoglobin in the blood with the
pressure of oxygen in the air for two different concentrations of carbon dioxide.
Diagram has been removed due to copyright restrictions.
Graph of variation in concentration of oxygen combined with haemoglobin with variation in pressure of oxygen in the
air for two CO2 concentrations:
Symptoms resulting from lack of oxygen become evident when the oxygen pressure falls to 60 mmHg.
Comment on the validity of the following statement:
These symptoms would be less noticeable with a high concentration of carbon dioxide in the blood.
3. The term ‘hypoxia’ usually refers to a condition where the availability of oxygen is decreased. The data below
illustrates four different cases of hypoxia compared to the state of a normal person breathing fresh room air. (Assume
the weight, sex and age of the subjects are the same.)
Haemoglobin
(g Hb/100 mL)
O2 Content of
Arterial Blood
(mL O2/100mL)
O2 Content of
Venous Blood
(mL O2/100mL)
Cardiac
Output
(L/min)
Normal
15
19
15
5.0
Hypoxia A
15
15
12
6.6
Hypoxia B
8
9.5
6.5
7.0
Hypoxia C
16
20
13
3.0
Hypoxia D
15
19
18
3.0
Subject
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Biology (2004)
Sample assessment instrument and student responses Written task
a.
b.
Hypoxia D subject has been diagnosed with both heart failure and poor cellular respiration. From the information
given in the table, explain these diagnoses.
Explain with reasons to justify which subject in the table above is suffering from dietary iron deficiency.
4. The graphs below show the amount of haemoglobin and the number of red blood cells at different altitudes for
members of a Himalayan climbing expedition.
Study the graphs carefully and then answer the questions.
Diagram has been removed due to copyright restrictions.
Three graphs:
Graph 1: grams of haemoglobin in blood for expedition days 0-100.
Graph 2: number of red blood cells in blood for expedition days 0-100.
Graph 3: altitude of expedition members for expedition days 0-100.
a.
b.
As the climbers spend more and more time at higher altitudes, what happens to the number of red blood cells?
Justify your answer.
Before the Olympic Games take place, some athletes live for long periods of time at high altitudes. Give an
explanation as to why they choose to do this. Refer to the data in the graphs.
5. Occasionally a child can be born with a very serious congenital condition of the heart called tetralogy of Fallot. There
are four separate abnormalities in this condition:
 The aorta comes largely or completely out of the right ventricle instead of the left.
 The pulmonary artery is very narrow and allows very little blood to pass to the lungs.
 The muscular wall between the right and left sides of the heart is incomplete so the blood in the left and right
ventricles is not kept separate.
 The right ventricle is greatly enlarged.
a.
On the diagram of the heart,
i.
ii.
label the following parts: aorta, pulmonary artery, left ventricle, right ventricle.
Indicate where the four abnormalities would occur.
Diagram has been removed due to copyright restrictions.
Diagram of human heart.
b.
c.
d.
e.
Describe how a narrow pulmonary artery would affect the oxygen content and volume of blood travelling back to
the heart.
How does the position of the aorta affect the oxygen content of the blood travelling to the body from the heart?
Give reasons for your answer.
In this condition, is the hole between the ventricles an advantage or disadvantage? Give reasons for your answer.
What physical symptoms would appear in a baby who was suffering from this condition?
Queensland Studies Authority Revised: July 2010
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9
Instrument-specific criteria and standards
Schools draw instrument-specific criteria and standards from the syllabus dimensions and exit
standards. Schools will make judgments about the match of qualities of student responses with the
standards descriptors that are specific to the particular assessment instrument. While all syllabus
exit descriptors might not be assessed in a single assessment instrument, across the course of
study, opportunities to demonstrate all the syllabus dimensions and standards descriptors must be
provided.
The assessment instrument presented in this document provides opportunities for the
demonstration of the following criteria:

understanding biology

investigating biology.
This document provides information about how the qualities of student work match the relevant
instrument-specific criteria and standards at standards A and C. The standard A and C descriptors
are presented below. The complete set of instrument-specific criteria and standards is in the
appendix.
Understanding
biology
Investigating
biology
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Biology (2004)
Standard A
Standard C
The student communicates their understanding
of physiology by:
 making links between related ideas,
concepts, principles and theories to reveal
meaningful interrelationships
 applying knowledge and understanding to a
range of complex and challenging tasks.
The student communicates their understanding
of physiology by:
 defining and describing ideas, concepts,
principles and theories, and identifying
interrelationships
 applying knowledge and understanding to a
range of tasks.
The student communicates investigative
processes relating to physiology by:
 organising data to identify trends and
interrelationships
 interpreting and critically analysing results
with links to theoretical concepts to draw
conclusions relating to the question(s)
 evaluating the design of the investigation
and reflecting on the adequacy of the data
collected.
The student communicates investigative
processes relating to physiology by:
 organising data
 discussing results and drawing conclusions.
Sample assessment instrument and student responses Written task
Standard A
Note: “[…]” indicates where the text has been abridged.
Standard
descriptors
Student response A
Section 1: Understanding biology
1.
Applying
knowledge and
understanding
to a task.
Function
Number
a. Produces digestive enzymes
I, VIII
b. Produces an emulsifier
III
c. Absorbs small food particles
VI
d. Removes water from undigested food
VII
e. A place where mechanical digestion occurs
I, X
2.
a.
b.
Applying
knowledge and
understanding
to a challenging
task.
Drawing
conclusions.
c.
A
Enzymes are an important part of our digestive process as are the chemical
digestion, the increase the rate of digestion.
If protease became inactive, proteins from our food would not be able to be broken
down and absorbed, therefore, we would not have the correct nutritional
requirements in our body.
3. III as the temperature which is human body temperature is the optimum temperature for
the HCl and pepsin to combine and breakdown the protein in the egg.
4.
a.
The relationship of Volume of NaOH required to neutralise
stomach acid after a meal
Volume of NaOH (mL)
80
Organising data to
identify trends.
Interpreting results
with links to
theoretical
concepts to draw
conclusions.
60
50
40
30
20
10
0
0
b.
Describing
concepts
70
c.
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
When the food enters the body it does not require too much digestion (only 37mL of
NaOH) as it enters the 1.5 hours after intake, the stomach is fully digesting the food
as seen in the graph it needs 70 mL of NaOH to neutralise the stomach acid. Then
as time moves on, the chyme moves from stomach into small intestine as evident in
the sharp decrease of NaOH required levelling out to the beginning of 37 mL of
NaOH.
Substances: pepsinogen → pepsin
Function: to break down the proteins of food into smaller molecules for absorption
in the small intestine.
5. Methionine and tryptophan. The guinea pigs on the original diet (group 1) showed a
Interpreting results
with links to draw
conclusions.
weight gain of 8g and the original diet plus supplements of all essential amino acids
(group 2) shows a weight gain of 26 g. When looking at group 3-10 results, groups 6
and 9 have comparable weight gain to group 2, whereas each other group has a weight
gain similar to group 1 (original diet). This indicates that the original diet was deficient in
methionine and tryptophan.
Queensland Studies Authority Revised: July 2010
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11
Standard A
6.
a.
Lamprey
Making links
between related
ideas and
concepts to reveal
meaningful
interrelationships.
Mammal
Designed to cope with one easily
digestible food in liquid form
Handle a variety of foods – both
solid and liquid
Mechanical digestion absent
Very necessary – Teeth and
stomach
Enzyme present: protease to cope
with protein digestion. No other
necessary
Amylases, protease and lipase
Bile to cope with fats in diet
Similar
Method of ingestion: suction with
use of teeth impregnated tongue to
rupture skin of host. Parasitic and
essentially carnivorous
Predatory, omnivorous, teeth suited
to gnawing and chewing. Tongue
less associated with ingestive
process.
Oral secretion – anti-coagulant
suited to maintain blood (feed) flow
Saliva containing amylase for predigestion of carbohydrate. To
provide moisture for dry food as an
aid to swallowing
b.
A lamprey is parasitic – feeding by sucking the blood of a living host. By the
description given – no jaws, powerful sucker – the lamprey attaches itself to the
body of the host. The teethed tongue then ruptures the flesh surrounded by the
mouth. This causes the blood to flow from an open wound, the secretion of an anticoagulant by the lamprey prevents the natural clotting and helps maintain blood
flow.
a.
Hypothesis: That limited food intake will provide enough energy to maintain normal
activity.
When choosing their subjects to collect data on, they need to choose people that do
the same activities to make the food have same effects – the subjects were allowed
to follow their normal routine which was different to each other. They should repeat
the test with more subjects and get an average of the results rather than using only
2 subjects, one for each test. There is no control to compare results to. There is no
indication as to how their weight was affected and other effects to normal health.
There is no indication of the data that was collected. The validity of the data would
not be reliable. They chose subjects who live totally different lives, one plays sport
(using energy) and one studies classical music (not using energy). The other dietary
requirements for subject 2 need to be more equal with each other, not random
amounts, to avoid anomalies. Also, they only got one set of results and need to do
the test again and get an average number for analysis. As the experiment was not
controlled any data would be invalid.
7.
Evaluating the
design of the
investigation and
reflecting on the
adequacy of the
data collected.
b.
c.
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Biology (2004)
Sample assessment instrument and student responses Written task
Standard A
Section 2
1.
a.
Applying
knowledge and
understanding
to a task.
Stage
A
B
C
D
Explaining
concepts.
E
F
Interpreting and
critically
analysing
results to draw
conclusions.
b.
Explanation
Deoxygenated blood flows into capillary around alveoli.
CO2 leaves the blood by diffusion
Air with high CO2 is exhaled.
Air with high O2 is inhaled.
O2 enters the blood by diffusion.
Oxygenated blood flows away.
This blood vessel is a capillary. This is because it is small enough to fit only one red
blood cell and it only has one thin walled layer surrounding it for efficient diffusion to
take place.
2. This statement is not valid. In the graph it can be seen that a high conc. of O2 in blood
Making links
between related
concepts to
reveal
meaningful
interrelationship.
at oxygen pressure of 60mmHg it is a low 50 concentration of oxygen combined with
Hg. Whereas, with a low conc. of CO2 in blood as oxygen pressure in air reached 60
mmHg they can carry around 90 concentration of oxygen combined with haemoglobin.
3.
a.
Applying
knowledge and
understanding to a
complex task.
b.
Identify trends and
interrelationships
Hypoxia D has a high O2 content of 18 in their venous blood coming back to the
compared to normal of 15, indicating that they have too much O2 in their blood
coming back to the which is meant to be deoxygenated. There is less O2 being used
in respiration. The comparison between venous and arterial blood also shows this.
In the normal subject there is a difference of 4 mL O2/100mL between the two
vessels but in Hypoxia D there is only 1 mL difference. Less O2 is being used,
therefore poor cellular respiration results. Their cardiac output is a low 3.0
compared to 5.0 L/min indicating heart failure.
Subject: Hypoxia B
I chose ‘Hypoxia B’ as they have low haemoglobin of 8 Hb/100mL, as haemoglobin
has iron in it, this shows that they don’t have as many as normal 15Hb/100mL are
deficient in iron.
4.
a.
b.
Interpreting and
critically analysing
results with links to
theoretical
concepts to draw
conclusions.
As the climbers spend more time in higher altitudes, the number of red blood cells
increases. This is shown in the 40 day mark where they reach around 5000 m
altitude, there are around 6 million RBC’s to hold enough oxygen, as in higher
altitudes, the concentration of oxygen lowers.
Athletes would live in high altitudes for strategic reasons. As when a person lives up
higher, more red blood cells and the haemoglobin inside them are required to carry
more oxygen are produced. An athlete would choose to live in high altitudes to
increase their RBC count in the body. This is so, that when they participate in an
activity, they can carry more oxygen and run/perform for longer in the event. The
longer they stay at altitude, the more haemoglobin is in the blood (this increases
until they descend). Haemoglobin carries O2 in the body.
5.
a.
Queensland Studies Authority Revised: July 2010
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13
Standard A
Diagram has been removed due to copyright restrictions.
Human heart with:
i. aorta, pulmonary artery, left ventricle and right ventricle
ii. the four abnormalities
correctly labelled.
b.
Applying
knowledge and
understanding
to a complex
and challenging
task.
c.
d.
e.
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Biology (2004)
The pulmonary artery carries blood to the lungs. If this vessel were narrowed, there
would not be as much blood flowing to the lungs, therefore there is not as much
blood undergoing gas exchange and coming back to the heart. The oxygen content
of the blood that travels back to the heart is unaffected.
Blood travelling to the body would contain deoxygenated blood as the blood in the
right ventricle is deoxygenated.
In this condition the hole between the ventricles is an advantage. The oxygenated
blood is able to move into the right ventricle and therefore can be transported to the
body.
This condition would result in less oxygen being available for the body which would
affect respiration in the body. The symptoms would be tiredness due to the
decrease in cellular respiration and a blue tinge due to the lower amount of oxygen
in the blood.
Sample assessment instrument and student responses Written task
Standard C
Note: “[…]” indicates where the text has been abridged.
Standard
descriptors
Student response C
Section 1:
1.
Applying
knowledge and
understanding to a
task.
Function
Number
a. Produces digestive enzymes
I, X
b. Produces an emulsifier
VI
c. Absorbs small food particles
VII, IV
d. Removes water from undigested food
VII
e. A place where mechanical digestion occurs
I, X
2.
Defining concepts.
Applying
knowledge and
understanding to a
task.
a.
b.
c.
A
Enzymes are biological catalysts they speed up chemical reactions.
Our bodies wouldn’t break down the protein needed. Our muscles wouldn’t stay
stabilised. We wouldn’t be healthy.
3. I because the temp is more close to room temp and there is acid present.
4.
a.
.
Measuring NaOH
Organising data.
80
Volume of NaOH (ml)
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
Time After Meal (hours)
Discussing results.
b.
Defining concepts.
c.
The volume of NaOH is at 37mL at the start and it continues to get higher at 1.5
hours after eating. This is when chemical digestion is at it’s highest. Then once it’s
over and the food has been digested, it goes back to 37 mL.
Substances: Bile
Function: Bile emulsifies fats.
5. Amino acids. The average mass after is different.
6.
Applying
knowledge and
understanding.
a.
The lamprey doesn’t have jaws, a stomach or pancreas and they secrete a
substance to stop the clotting of fishes’ blood. The tongue is toothed. The only type
of enzyme is protease.
b.
A lamprey feeds by sucking the blood of fish. They have a toothed sucker and they
produce a substance to stop the blood clotting.
a.
b.
Hypothesis: White bread will gain you more weight than subject 2’s diet.
- both males are same weight – controlled variable
- both getting around same amount of energy (kJ)
- a bit of a difference between protein intake (42g)
- over 40 more grams of fat in subject two’s diet to subject one’s
7.
Evaluating design
of investigation.
Queensland Studies Authority Revised: July 2010
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Standard C
c.
Evaluating
adequacy of data.
The data collected is all relevant but the 2 diets, although alike in some ways, totally
different in others. This experiment would not be a fair test unless proving that white
bread is healthier than all those other meals. Because even the daily intake on the
recommended table is a lot less than what these two men will be taking in.
Section 2
1. .
a.
.
Stage
Explanation
Deoxygenated blood enters.
A
CO2 leave blood.
B
Applying
knowledge and
understanding to a
task.
Air with high CO2 is exhaled.
C
Air with O2 is inhaled.
D
O2 enters blood.
E
Defining concept.
Oxygenated blood flows away.
F
b.
This blood vessel is a capillary.
2. This statement is true because the 2 lines don’t go down to 60mmHg. Although there is
one which high concentration, but not high enough oxygen is still concentrated.
Applying
knowledge and
understanding.
3.
a.
b.
Hypoxia D has heart failure because there is a low cardiac output. O2 in venous
blood is high therefore more O2 coming back to the heart.
Subject: B
Haemoglobin is low.
4.
a.
Discussing results
and drawing
conclusions.
b.
They get higher but then go down at about 90 days. This is because the air is
thinner and the lungs aren’t getting as much oxygen as they would. (And the
haemoglobin isn’t producing as much iron).
Athletes would do this to get their lungs used to breathing in awkward
environments. It will gradually endure the ability for his lungs to not use as much
oxygen when doing the Olympics, just like how there isn’t much oxygen in the air at
high altitudes.
5.
a.
Diagram has been removed due to copyright restrictions.
Human heart with:
i
ii
Applying
knowledge and
understanding to a
task.
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b.
c.
d.
e.
aorta, pulmonary artery, left ventricle and right ventricle
correctly labelled
the pulmonary artery, an incomplete wall between the right and
left sides correctly indicated.
There would be less blood flowing to the lungs.
The blood wouldn’t have oxygen.
Disadvantage – mixing of oxygenated and deoxygenated blood.
Sick.
Biology (2004) Sample assessment instrument student responses Written task
Instrument-specific criteria and standards
A
B
C
D
E
Understanding
biology
The student communicates
their understanding of
physiology by:
 making links between
related concepts to reveal
meaningful
interrelationships
 applying knowledge and
understanding to a range
of complex and
challenging tasks.
The student communicates
their understanding of
physiology by:
 explaining concepts and
describing
interrelationships between
them
 applying knowledge and
understanding to a range
of complex tasks.
The student communicates
their understanding of
physiology by:
 defining and describing
concepts and identifying
interrelationships
 applying knowledge and
understanding to a range
of tasks.
The student communicates
their understanding of
physiology by stating ideas
and using terminology
relevant to concepts and
recalling interrelationships.
The student states
terminology and ideas
relevant to physiology.
Investigating
biology
The student communicates
investigative processes
relating to physiology by:
 organising data to identify
trends and
interrelationships
 interpreting and critically
analysing results with links
to theoretical concepts to
draw conclusions relating
to the question(s)
 evaluating the design of
the investigation and
reflecting on the adequacy
of the data collected.
The student communicates
investigative processes
relating to physiology by:
 organising data to identify
trends
 interpreting results and
drawing conclusions
relating to the question(s)
 evaluating the design of
the investigation and the
adequacy of the data
collected.
The student communicates
investigative processes
relating to physiology by:
 organising data
 discussing results and
drawing conclusions.
The student communicates
investigative processes
relating to physiology by:
 organising data
 using data to answer
questions.
The student communicates
investigative processes
relating to physiology by
organising data.
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