SSABSA

SENIOR SECONDARY ASSESSMENT BOARD OF SOUTH AUSTRALIA

BIOLOGY
1999 ASSESSMENT REPORT

Science Broad Field of Study

SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION

BIOLOGY 1999 ASSESSMENT REPORT

THE EXAMINATION
The 1999 examination was the last examination on the current syllabus, which was implemented in 1991. The mean score for the examination was 59.6%, which was the highest mean of any examination on the current syllabus and the highest since 1989 (62.2%). The 1999 mean compares with previous means of 54.1% (1998), 57.0% (1997), 58.2% (1996), and 55.7% (1995). The mean mark or higher was obtained by 51.6% of the candidates and the range of examination marks was from 14 to 194 out of 200. The mean marks for Sections A, B, and C were remarkably similar: 58.8% (Section A), 59.8% (Section B), and 58.7% (Section C). The means for the two questions in Section D were 60.0% and 69.5%. SECTION A MULTIPLE-CHOICE QUESTIONS Seventeen candidates scored full marks in Section A. The facility for a question is the percentage of candidates who gave the correct response. The mean facility for the multiple-choice questions was 58.8%. The mean of facilities and range of facilities for the last five years are shown below: Year Mean Facility (%) 58.8 68.3 56.8 56.8 55.3 Range (%) 33 to 88 23 to 90 19 to 87 20 to 84 20 to 95

1999 1998 1997 1996 1995

The table on page 2 indicates the correct response for each of the questions in Section A and the distribution of choices students made among the four alternatives. As a general comment, candidates performed very well in recall questions, particularly those about cells. It was also pleasing to note that the amount of information presented in a question appeared not to be a factor in candidates successfully attempting the question. For example, candidates from all decile groups clearly chose the correct answers for Questions 17 and 24. Comments on Selected Multiple-choice Questions Question 7 The high percentage of candidates who chose J indicates that many candidates believed that meiosis occurs after fertilisation. Question 8 The candidates who chose K had apparently forgotten that meiosis consists of two divisions, each one halving the DNA content per cell. Question 10 The answers indicated that most candidates realised that males do not pass X-linked conditions on to their sons, but only the top 30% of candidates chose the correct alternative, M. Other candidates choice of L suggested that they did not understand the significance of the fact that the condition was dominant.

Biology 1999 Assessment Report

Multiple-Choice Analysis Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Question 12 Most candidates found it very difficult to choose among alternatives J, K, and L. The question was answered correctly only by those candidates who understood that the variation produced in gametes as a result of independent assortment of homologous chromosomes could not alter the gene pool within that generation. Question 14 To answer this question successfully, candidates needed to have a good knowledge of leaf structure, the process of photosynthesis, and the process of diffusion. Only the top 30% of candidates chose alternative M. The bottom 20% of candidates clearly preferred L, and most other candidates preferred J. Question 18 The most popular answer was M. Candidates who chose that alternative apparently did not realise that insulin is released directly into the blood, not into the small intestine. Question 22 Alternatives K and M were chosen with equal frequency by candidates. The top 10% had a clear preference for the correct alternative, M. For problem-solving questions such as this, candidates must read the information carefully and then use their knowledge of the syllabus to select the correct answer. Question 25 All candidates seemed to know that fertilisation causes the concentration of a hormone to remain high. Alternative J was chosen by 26% of candidates, indicating that they believed the hormone to be oestrogen. The top 50% of candidates had a clear preference for the correct alternative, L. Correct Answer K J L M J L K L J M L J M M J M K K M L J K K K L Percentage of Responses for Each Alternative K L 83 1 6 18 7 88 7 5 7 25 15 76 49 7 26 48 10 10 14 43 6 87 29 29 10 7 14 18 3 11 9 16 55 6 34 7 5 20 5 74 25 11 35 15 58 18 61 20 9 50

J 16 59 4 9 58 5 39 14 53 11 2 35 3 34 81 23 14 15 25 10 55 13 5 9 26

M 1 7 2 80 11 4 4 12 28 33 5 6 80 34 5 51 25 44 51 11 9 37 18 11 16

Biology 1999 Assessment Report

SECTION B SHORT-ANSWER QUESTIONS In general, 2 marks are allocated for one well-expressed piece of information. Questions that require an explanation are allocated 4 marks and therefore, in order to obtain full marks, candidates must supply two valid and relevant pieces of information. Questions that require candidates to state the name of a syllabus term often have a communication mark associated with them. Candidates who misspell a syllabus term are penalised by the loss of 1 mark. Teachers should note that the allocation of communication marks for spelling will continue with the new syllabus. The mean marks for the questions in Section B are shown in the table below: Question 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 TOTAL Mean Mark/Maximum Mark 5.15/8 6.33/10 6.52/10 3.76/4 3.08/4 3.22/6 1.62/4 7.70/10 1.29/6 3.66/6 3.90/10 3.45/6 2.58/4 3.17/6 4.36/6 59.8/100 Mean Mark (%) 64.4 63.3 65.2 94.1 76.9 53.7 40.5 77.0 21.4 61.0 39.0 57.4 64.6 52.8 72.6

Question] 26 (a) Most candidates provided evidence that indicated they understood the resolving power for an electron microscope. (b) The number of incorrect answers that indicated the site of aerobic, rather than anaerobic, respiration suggests that many candidates did not read this part of the question carefully. (c) Most candidates correctly named and spelt the structures and compounds. Question 27 (a) Most candidates gave the correct answer, mitotic cell division. (b) Most candidates correctly stated one process: water intake, diffusion, or osmosis. The most common incorrect answers were mitosis, growth, and, occasionally, photosynthesis. (c) This part was done very well, with virtually all candidates giving the correct units. (d) The better candidates understood the concept that increasing the size of a cell would cause a reduction in the efficiency of exchange. (e) Cell differentiation and cell specialisation were the most common answers, but some candidates lost marks because of poor spelling. Question 28 (a) Most candidates gave answers pertaining to the concentration of solutions. A few chose pH, and the poorer candidates incorrectly chose temperature.

Biology 1999 Assessment Report

(b) Most candidates provided a conclusion that was consistent with the data. (c) Only the better candidates presented an explanation that included a change in the structure of the enzyme and linked a new structure to the altered function of the enzyme. (d) This part was generally done well, but the variety of incorrect answers is cause for concern. Question 29 This question was done extremely well. Question 30 (a) The mean for this question suggests an improvement in the number of candidates who correctly interpreted an autosomal dominant pedigree. (b) This part was generally done well, but many candidates misunderstood the question and discussed injury to mother and foetus. Question 31 (a) Many candidates did not seem to understand codominance. (b) Only the better candidates wrote a coherent answer that linked survival of the fittest to a change in gene frequency. Question 32 This problem-solving question was not done well. Candidates did not link the information from the graph to the process of photosynthesis. Question 33 (a) Most candidates drew a clearly labelled, accurate graph that used all the grid. (b) This part was generally done well. Most candidates identified lactic acid and linked reduced blood flow to less oxygen in the cells and to anaerobic respiration. Question 34 (a) Most candidates did not realise that the answer to this question involved osmosis. (b) The importance of concentration gradients in the efficient exchange of materials was mentioned only by the better candidates. Question 35 This recall question was answered surprisingly poorly. The question mean was only slightly higher than the mean for Section B. Question 36 (a) The most common wrong answers were 3500 mL and 1500 mL. Although the reasons for these answers were obvious, many candidates had not considered the information carefully. (b) Candidates often mentioned fluid and/or mucus in the lungs, but without revealing any real understanding of its significance. Many candidates explained the reduced surface area but, although this is probably true, it was not relevant to the question. Sometimes the most obvious statement, in this case the reduced lung volume as a result of fluid accumulation, is the correct one. (c) Most answers indicated an increase in amplitude, but very few showed an increase in frequency (indicative of an increased breathing rate). Question 37 (a) Most candidates identified the level of calcium level as the stimulus. The poorer candidates mentioned a low level, or did not refer to the high level of calcium needed.

Biology 1999 Assessment Report

(b) The most common incorrect answer to this part was thyroid gland. It is clear that candidates who gave this answer did not distinguish between a receptor and an effector. Many who chose the correct part of the flow diagram wrote the whole phrase excess calcium stored in bones, and were apparently unable to isolate the effector. (c) This part was done reasonably well, although some candidates obtained only partial marks for less specific answers such as sugar. Question 38 The most common error in this question was to state the advantages of vaccination, whereas the question clearly asked for the advantages of administering a vaccine in the form of genetically engineered potatoes. Another common error was to attempt to disguise a repeated reason. Candidates were awarded a maximum of 2 out of 4 marks for such answers. Question 39 (a) Many candidates correctly mentioned the longer-lasting effect of hormonal transmission as opposed to nerve messages. The idea that hormones may have a more widespread effect than nerve impulses proved to be more elusive. (b) Most candidates gave a sensible suggestion in answering this part. Answers such as exercise or diet, with no elaboration, were not given full credit. It may be of some concern that most candidates suggested get a less stressful job. Question 40 (a) There were many correct answers to this part of the question, but also some disturbingly inaccurate positioning of the letter X. (b) (i) This part was generally done well, with the odd Bartholin gland and a smattering of prostrates. (ii) Candidates usually answered this part well. The most common mistake was to explain the function of sperm, rather than that of the fluid component of semen.

SECTION C EXTENDED-RESPONSE QUESTION Question 41 (a) Predictably, some candidates confused antigens with antibodies. Common misconceptions among candidates included the notions that antigens produce antibodies and that antigens kill antibodies. (b) Many candidates scored zero because they simply restated the information provided in the question. (c) A few candidates had no idea of the correct answer. The most common error made by the remaining candidates in answering this part was simply to state that Child A would mount a secondary response, whereas Child B would mount a primary response. Although this is true, it does not fully answer the question. (d) This part was done reasonably well. Some candidates confused individuals and the community whereas others unsuccessfully reworked the same idea in the hope of gaining two lots of marks. Candidates should be aware that to score well in this section, it is not enough simply to have an idea or two. The ideas must be discussed, or at least explained. Answers that indicated a lack of understanding included the suggestions that vaccination could cause the disease to mutate, and that the immune system would be weakened through lack of use. Some thought that the immunity would be passed on to future generations.

SECTION D ESSAY QUESTIONS Two markers independently marked the essay questions, each out of 15 marks, and these marks were added, to give a total maximum of 30 marks. For these two questions the marks scheme allocated

Biology 1999 Assessment Report

11 marks for factual content and 4 marks for style. The marks scheme for factual content allowed credit to be awarded for a more detailed discussion in one of the sections of a question but penalised those candidates who did not attempt both sections. The following criteria were used for the allocation of marks for style: Structure development of discussion in a logical and sequential manner. Fluency clear expression. Context the ability to use biological terms and concepts in a way that indicates a clear understanding of the terms. Quality depth of discussion and use of examples. Answers that contained irrelevant material were penalised; these were usually lengthy responses that indicated a lack of discrimination in planning. It is easily possible to score full marks for the essay in 2 (or even fewer) pages. When preparing answers to essay questions, candidates are advised to note the following points:

It is important to plan an answer before writing in the script book. The questions are structured in a manner intended to help in this process and examiners have found that, in general, the better candidates follow this structure closely. Essays tend to cover more than one area of the syllabus, but the material included must be relevant and factually correct. Part of the skill of essay-writing is the ability to select appropriate material. Long-winded introductions that repeat the question are unnecessary. It is advisable to leave enough time to read through the completed essay in order to make corrections if necessary. If diagrams are used, they should provide information in addition to that in the text, and they should be referred to in the text. The inclusion of appropriate diagrams in the main body of the essay is most effective. Candidates are not given credit for diagrams copied from other sections of the examination paper.

Although most candidates (66.8%) answered Question 42, the mean mark for Question 43 was 9.5% higher (69.5% compared with 60.0%). This is remarkably similar to the 1998 results. A possible explanation is that the weaker candidates tended to select the shorter, and probably less complex, question, without giving due consideration to what was required to answer each question successfully. Under the new syllabus, candidates will no longer have a choice of essays. The lack of choice should increase the validity of the essay section of the examination. Question 42 (a) Most candidates clearly discussed the structure of DNA, and many used labelled diagrams to their advantage. Only the better candidates, however, accurately described the structure of nucleotides. Unfortunately, many candidates still appear to confuse DNA replication with protein synthesis; many candidates wasted time (and lost style marks) by describing transcription and translation. (b) This part required candidates to discuss natural selection and speciation. Although many candidates had rote-learnt some information relating to the processes, very few showed a deeper understanding of them. Many candidates described examples of natural selection (e.g. peppered moths) without referring to the principles behind natural selection. Predictably perhaps, candidates confused natural selection with speciation, and individuals with populations or species. Question 43 (a) Very few candidates attempted to classify the events that cause genetic variation in terms of before, during, or after meiosis. Only the best candidates referred to fertilisation as causing variation. The poorer candidates gave detailed descriptions of meiosis without describing the events that cause variation. Most candidates gave good descriptions of chromosomal abnormalities in humans.

Biology 1999 Assessment Report

(b) This part was done well. Most candidates clearly explained how various contraceptive methods work. Candidates were less certain about whether particular methods of contraception are anatomical or physiological.

NON-STATISTICAL MODERATION
In November SSABSA staff conducted a series of moderation meetings in the Adelaide metropolitan area, regional South Australia, and Darwin. The primary purpose of these meetings was to compare assessment standards for the summatively assessed practical work, and for the social issues report, in order to ensure uniform standards of assessment that would result in the equitable assessment of all candidates. After each meeting, moderators kept samples of student work in order to compare the standards of groups within meetings and also from meeting to meeting, and to ensure a consistent standard of assessment across the entire student cohort. All student work was returned to schools within two weeks, addressed Care of the Biology teacher. Practical Work Nearly all teachers have a clear and consistent understanding of the assessment requirements and standards for this part of the assessment. Accordingly very few marks were adjusted as a result of the moderation process and these were all related to a change of teacher during the year. Most teachers used one of the range of practical books available, and their resultant assessment displayed a high standard of validity and reliability. Social Issues Report As in previous years, teachers reported that most of the social issues reports were of an excellent standard, with many showing considerable enterprise and imagination on the part of the students. Although many students apparently derived much pleasure and stimulation from the exercise, the inevitable small minority did not attempt the report. It is of concern that many of the more conscientious students produced reports vastly in excess of the recommended word-limit of 2000 words. Under the new syllabus students will incur a penalty if they exceed the word-limit for the human awareness essays. This was the final year of group moderation meetings. With the introduction of the new syllabus in 2000, non-statistical moderation will no longer occur. Marks for the practical component of the course and the human awareness essays will be statistically moderated by the examination.

Chief Examiner Biology