Biology (2004) -- Sample assessment instrument and student

Biology (2004) Sample assessment instrument and student responses

Written task 2 July 2010

2 | Biology (2004) Sample assessment instrument and student responses Written task

Purposes of assessment1 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 instruments2 High-quality assessment instruments3:

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 QSA 2008, P–12 Assessment Policy, pp. 2–3.

Queensland Studies Authority Revised: July 2010 | 3

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.


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.

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:

a. Write the letter of the structure that represents the enzyme. b. Why are enzymes such an important part of our digestive process? c. What would be the effect on the body if protease became inactive?

Diagram of the action of an enzyme.

Diagram has been removed due to copyright restrictions.

XI cardiac sphincter X stomach IX pyloric sphincter VIII pancreas VII large intestine VI ileum V caecum IV duodenum III liver II gall bladder I mouth

Diagram of human digestive system with the following organs indicated:

Diagram has been removed due to copyright restrictions.


3. An experiment was set up as shown:

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.

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

a. Present these results in a graph. b. Describe the changes in acid levels of the stomach contents after eating a meal. Give reasons for the changes

observed. c. 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.

Diagram has been removed due to copyright restrictions. Diagram showing four test tubes with the following conditions: Test tube 1: Temperature 17oC, 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


Results:

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.

a. In what ways does the alimentary canal of the lamprey differ from that of a mammal such as a rat? b. 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.

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

Group

Diagram has been removed due to copyright restrictions. Diagram of the structure of a lamprey’s mouth.

Diagram of a lamprey.

3 4 5 6 7 8 9 10 1 2

+ Ile + Leu + Lys + Met + Phe + Thr + Tryp + Val

Av. Mass 75 73 76 72 73 70 75 74 73 74

before (g)

Av. Mass 83 99 85 81 82 94 82 85 92 83

after (g)

Key: Ile Isoleucine Phe Phenylalanine Leu Leucine Thr Threonine Lys Lysine Tryp Tryptophan Met Methionine Val Valine


Table 1: NUTRITIONAL VALUES IN FOODS

Food Energy (kJ) Water (g) Protein (g) Fat (g) Carbohydrates

(g)

White bread (4 slices) 1020 38.3 7.8 1.4 52.7

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

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. Write the hypothesis the Myth Busters were investigating. b. 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.

Red blood cell Thin layer of fluid

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

Diagram has been removed due to copyright restrictions. Diagram of an alveoli and capillary with the following A arrow showing blood flow


a. Fill in the missing explanations in the table. b. 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.

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.)

Subject 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

Stage Explanation

A

B

C Air with high CO2 is exhaled.

D

E Oxygenated blood flows away.

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:


a. Hypoxia D subject has been diagnosed with both heart failure and poor cellular respiration. From the information given in the table, explain these diagnoses.

b. 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.

a. As the climbers spend more and more time at higher altitudes, what happens to the number of red blood cells? Justify your answer.

b. 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. label the following parts: aorta, pulmonary artery, left ventricle, right ventricle. ii. Indicate where the four abnormalities would occur.

b. Describe how a narrow pulmonary artery would affect the oxygen content and volume of blood travelling back to the heart.

c. 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.

d. In this condition, is the hole between the ventricles an advantage or disadvantage? Give reasons for your answer. e. What physical symptoms would appear in a baby who was suffering from this condition?

Diagram has been removed due to copyright restrictions. Diagram of human heart.

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.


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.

Standard A Standard C

Understanding

biology

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.


defining and describing ideas, concepts, principles and theories, and identifying interrelationships

applying knowledge and understanding to a range of tasks.

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.


organising data discussing results and drawing conclusions.

Standard A


Note: “[…]” indicates where the text has been abridged.

Standard

descriptors

Student response A

Section 1: Understanding biology

1.

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. A b. Enzymes are an important part of our digestive process as are the chemical

digestion, the increase the rate of digestion. c. 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.

b. 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.

c. 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 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.

Applying knowledge and understanding to a task.

Applying knowledge and understanding to a challenging task.

Drawing conclusions.

Organising data to identify trends.

Interpreting results with links to theoretical concepts to draw conclusions.

Interpreting results with links to draw conclusions.

Describing concepts

The relationship of Volume of NaOH required to neutralise stomach acid after a meal

0

10

20

30

40

50

60

70

80

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Vo

lum

e o

f N

aOH

(m

L)

Standard A


6.

a.

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 anti-coagulant by the lamprey prevents the natural clotting and helps maintain blood flow.

7. a. Hypothesis: That limited food intake will provide enough energy to maintain normal

activity. b. 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.

c. 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.

Lamprey Mammal

Making links between related ideas and concepts to reveal meaningful interrelationships.

Designed to cope with one easily digestible food in liquid form

Handle a variety of foods – both solid and liquid

Very necessary – Teeth and stomach

Mechanical digestion absent

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 pre-digestion of carbohydrate. To provide moisture for dry food as an aid to swallowing

Evaluating the design of the investigation and reflecting on the adequacy of the data collected.

Standard A


Section 2

1. a.

b. 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 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. 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.

b. 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. 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.

b. 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.


Applying knowledge and understanding to a complex task.

Interpreting and critically analysing results to draw conclusions.

Interpreting and critically analysing results with links to theoretical concepts to draw conclusions.

Explaining concepts.

Making links between related concepts to reveal meaningful interrelationship.

Identify trends and interrelationships

Stage Explanation

A Deoxygenated blood flows into capillary around alveoli.

B CO2 leaves the blood by diffusion


D Air with high O2 is inhaled.

E O2 enters the blood by diffusion.

F Oxygenated blood flows away.

Standard A


b. 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.

c. Blood travelling to the body would contain deoxygenated blood as the blood in the right ventricle is deoxygenated.

d. 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.

e. 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.

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.

Applying knowledge and understanding to a complex and challenging task.

Standard C


Note: “[…]” indicates where the text has been abridged.

Standard

descriptors

Student response C

Section 1:

1.

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.

a. A b. Enzymes are biological catalysts they speed up chemical reactions. c. 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. .

b. 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.

c. Substances: Bile Function: Bile emulsifies fats.

5. Amino acids. The average mass after is different.

6.

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.

7. a. Hypothesis: White bread will gain you more weight than subject 2’s diet. b. - 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

Defining concepts.

Discussing results.


Organising data.

Applying knowledge and understanding.


Defining concepts.

Evaluating design of investigation.

Measuring NaOH

0

10

20

30

40

50

60

70

80

1 2 3 4 5 6 7 8 9 10

Time After Meal (hours)

Vo

lum

e o

f N

aOH

(m

l)

Standard C

16 |

Biology (2004) Sample assessment instrument student responses Written task

c. 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. .

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.

3.

a. 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.

b. Subject: B Haemoglobin is low.

4. a. 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).

b. 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.

b. There would be less blood flowing to the lungs. c. The blood wouldn’t have oxygen. d. Disadvantage – mixing of oxygenated and deoxygenated blood. e. Sick.

Discussing results and drawing conclusions.

Evaluating adequacy of data.



Defining concept.

Applying knowledge and understanding.

Stage Explanation

A Deoxygenated blood enters.

B CO2 leave blood.


D Air with O2 is inhaled.

E O2 enters blood.

F Oxygenated blood flows away.

Diagram has been removed due to copyright restrictions. Human heart with:

i aorta, pulmonary artery, left ventricle and right ventricle

correctly labelled

ii the pulmonary artery, an incomplete wall between the right and

left sides correctly indicated.

Instrument-specific criteria and standards


A B C D E

Understanding biology


making links between related concepts to reveal meaningful interrelationships

applying knowledge and understanding to a range of complex and challenging tasks.


explaining concepts and describing interrelationships between them

applying knowledge and understanding to a range of complex tasks.


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


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.


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.


organising data discussing results and

drawing conclusions.


organising data using data to answer

questions.

The student communicates investigative processes relating to physiology by organising data.

Documents

Biology (2004) -- Sample assessment instrument and student