Biology 2017 Senior External Examination: Assessment report€¦ · Investigating biology (IB) Responses to the ‘designing an investigation’ questions were mostly based on testing

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Statistics Year Number of

candidates Level of achievement

VHA HA SA LA VLA

2017 27 2 9 12 3 1

2016 32 4 7 15 6 0

2015 29 3 8 13 2 3

2014 20 1 5 12 1 1

2013 28 3 10 13 2 0

2012 31 9 7 6 8 1

General comments The examination assessed the five topics listed in the Biology Senior External Syllabus 2006. Paper One assessed Cell structure and function, Continuity of life, and Evolution and diversity. Paper Two assessed Physiology of organisms and Organisms and ecosystems.

The general objectives of the syllabus were assessed across both papers. Questions assessing the Understanding biology and Investigating biology criteria required short responses; questions assessing the Evaluating biological issues criterion required extended responses.

The questions provided opportunities for candidates to demonstrate the syllabus objectives across the range of standards.

Understanding biology (UB) Many responses were brief and the opportunities provided to demonstrate depth of understanding were not used effectively. Using biological terminology can demonstrate understanding within a short response. The highest results were given to responses that used relevant biological terminology, particularly when conveying understanding of the interrelationships between biological ideas.

Where there are multiple parts to a question, candidates should read all parts before attempting answers. This ensures candidates address all the information that is presented. Candidates often repeated the same knowledge across different parts of the question, for example, the first answer given was the response for the next question, and this pattern was repeated. This demonstrated a limited range of biological understanding.

Biology 2017 Senior External Examination: Assessment report

Investigating biology (IB) Responses to the ‘designing an investigation’ questions were mostly based on testing the amount of light plants receive. This was possibly the most difficult variable candidates could have chosen to test, as the methodology lacks the capacity to isolate light to support the hypothesis. Light also creates heat, which affects plant growth, and how light is controlled and applied was not mentioned. Candidates gave a generalised methodology, lacking in details.

Several other variables could have been considered, which would have allowed candidates to develop more effective investigations. Data collection methods were generally not well considered and the ability to replicate the data was poorly addressed. Measuring plant growth takes a long time and specific information about data collection was often not stated, with most responses providing a limited range of valid controls. These factors limited the achievement of the highest standards for IB criteria.

Descriptions of patterns of data in graphs and diagrams lacked detail and therefore affected judgments of analysis.

Evaluating biological issues (EBI) Valid information must be used to support a position or decision. Simply restating information brought into the examination, without using it to justify a decision, does not satisfy the EBI criteria. Extended responses require a planned structure to address the questions most effectively. This includes a clearly stated decision, paragraphs to support the decision backed up by relevant facts, consideration of alternatives and an explanation of why they are supported or not, and a summary that brings together the main points succinctly to reaffirm the decision. A retelling of all the information gathered and a statement of conclusion is not sufficient.

Marker and candidate responses Sample solutions for 2017 are printed on the following pages to help tutors and candidates prepare for future Biology examinations.


Queensland Curriculum & Assessment Authority April 2018

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Documents

Biology 2017 Senior External Examination: Assessment report€¦ · Investigating biology (IB) Responses to the ‘designing an investigation’ questions were mostly based on testing