STAGE 2

Biology
A S S E S S M E N T R E P O R T

2 0 0 9

Science Learning Area

BIOLOGY 2009 ASSESSMENT REPORT

GENERAL COMMENTS The distribution of student achievement in the 2009 Biology examination was similar to that of recent years. The mean score for the 2009 examination was 56.3% which compares with previous means of 59.9% (2008), 58.4% (2007), 58.7% (2006), 56.7% (2005), and 59.8% (2004). The range of examination marks was from 9 to 193 out of a possible 200. The mean marks for Sections A, B, and C were 64.5%, 55.1% and 49.0%, respectively.

ASSESSMENT COMPONENT 1: EXAMINATION SECTION A: MULTIPLE-CHOICE QUESTIONS Thirty-eight students scored full marks in Section A. The means of facilities and ranges of facilities for each of the last six years are shown below. (The facility for a question is the percentage of students who gave the correct response.)

Year 2009 2008 2007 2006 2005 2004

Mean (%) 64.4 65.4 61.5 62.9 65.2 71.2

Range (%) 34 to 89 17 to 86 28 to 92 20 to 96 27 to 89 24 to 90

The examiners attempt to produce multiple-choice questions that vary in difficulty from easy knowledge through to difficult knowledge and problem-solving. This variation in question difficulty is reflected in the range of the question facility as seen in the table above. Most questions are also intentionally discriminating so that, ideally, less knowledgeable students are likely to choose the four responses with equal frequency, whereas more capable students will show a distinct preference for the correct response. Data from the 2009 multiple-choice questions show that the top 10% of students preferred the correct response for every question.

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The table below indicates the percentage of responses for each alternative for each question in Section A.
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 Percentage of Responses for Each Alternative J K L M 89 5 2 3 2 89 4 5 2 10 12 76 4 34 57 5 87 5 6 1 5 45 42 7 21 2 72 4 8 7 2 82 8 79 5 8 17 6 2 74 77 15 3 5 11 65 6 18 6 5 28 61 31 12 48 9 13 10 13 64 15 13 26 45 69 14 14 2 7 47 6 40 33 12 11 44 73 21 3 4 3 2 36 58 0 1 83 16 23 6 66 5 60 8 4 28 9 33 46 12

Comments on selected multiple-choice questions follow. Question 4 It was surprising that so many students ignored the double-stranded nature of DNA. The use of the term reverse transcription in the question appears to have been ignored by many. Question 6 Some students seem to confuse the amino acid sequence in proteins and the nucleotide sequence in nucleic acids. This could be one reason why alternative L was such a popular choice. Another possibility is that some students did not take into account the redundancy of the genetic code. Question 13 This question was intended to be straight-forward. Students who chose alternative L, tissues that contain different genes, must have experienced some anguish over not selecting alternative K, cells that contain different genes, if they were aware that tissues are composed of cells, and that genes are located in cells. Question 14 Clearly, many students (those who chose alternative J) have great faith in the accuracy of DNA replication, and choose to ignore the spontaneity of many mutations.

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Question 16 Although alternative L was a popular choice, it is noted that alternative M was the clear preference of the top fifty percent of students. Transferring genes into a zygote is the most efficient and effective way of ensuring that they will be present in all of the cells produced from resultant mitotic divisions. Question 18 Although knowledge of the insect respiratory system is not required, it is disturbing that almost half the students chose alternative K, apparently ignoring the role of alveoli (and the circulatory system) in humans. Question 19 The high number of students selecting alternative J indicates that, for many, the processes of mitosis and meiosis remain a mystery. Question 21 The separation of two populations of the same species by a geographical barrier could lead to reproductive isolation, but then they would not be considered to be members of the same species. To maintain reproductive isolation, they would already be members of different species. Question 25 Students who chose alternative K apparently do not appreciate that random errors are inherent in any measurement. Their effect can be reduced by increasing the sample size, and taking an average.

SECTION B: SHORT-ANSWER QUESTIONS In general, two marks are allocated for one well-expressed piece of information. Questions that require an explanation are worth four marks and, therefore, in order to obtain full marks, students must supply two relevant and connected pieces of information. The mean mark for Section B was 55.1%. As with Section A, the examiners aim to produce short-answer questions that vary in difficulty from easy knowledge through to difficult knowledge and problem-solving. The mean mark for each question is shown in the table below. Question 26 27 28 29 30 31 32 33 34 Mean Mark/Maximum Mark 6.3/16 8.6/18 14.5/26 3.2/6 6.2/10 10.2/16 3.6/6 4.8/8 8.8/14 Mean Mark (%) 39.5 47.6 55.9 53.1 62.2 63.7 59.6 59.5 62.7

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Teachers and students should note the following: Many students fail to gain marks as a result of misinterpretation of questions. Students are encouraged to read questions carefully so their responses are relevant to the questions asked. Many students ignore the instruction to give one fact or reason and, instead, give multiple answers. Students are reminded that in this circumstance any single wrong answer will lose the student all relevant marks. A number of students rewrite or paraphrase the question; there are no marks for this and valuable examination time is wasted through this practice. Many students are careless in their use of biological language. Students who do not correctly use terms from the curriculum statement will be penalised. Students are reminded that they may use the additional page in each booklet if more space is needed to answer a question. However, students should make clear in the first part of their answer that the extended answer is given on another page. Students are also reminded to use the additional page in the same booklet as the question appears.

Question 26 (a) Overall this question was done well. A number of students discussed processes involved with locating a gene rather than describing features of a probe. Very few students could state a feature and then describe it. Most students gained their marks by stating up to four different features of a probe. (b) Students who could answer this question often gave more information than was required. Many students missed the information in the question that the gene was already isolated and discussed the use of restriction enzymes in cutting out the gene, rather than highlighting that the same restriction enzyme must be used to cut the plasmid. A common mistake was to discuss how the recombinant DNA would be inserted into the bacterial cell (e.g., by microinjection) rather than how the gene and plasmid would be joined. Students often confused DNA polymerase with restriction enzymes or DNA ligase. This question was very poorly done, probably due to its problem-solving nature. Very few students made the link that a cell needs all twenty amino acids, including glycine and alanine, to make all the proteins it needs. The majority of students stated that these amino acids are needed to make the silk protein, and that without this protein the bacterial cells would die. Only a small number of students linked the amino acid depletion to an inability to make necessary proteins in the cell and gave an example such as structural proteins or enzymes. A significant number of students discussed mutations and the resulting change in the amino acid sequence of the silk protein. Despite the question stating that glycine and alanine are amino acids, there seemed to be an assumption that the question was referring to a depletion of the bases guanine and adenine. Another common incorrect response was to focus on the numbers given if 70% of the protein is made of these two depleted amino acids, then students calculated that only 30% of the protein would be made. A common answer was the playing God argument, and unless it was supported with a clear rationalisation, it was not awarded any marks. Some of the better responses focused on an animal cruelty argument with an explanation of either pain involved in the genetic modification process or

(c)

(d)

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extraction of the milk or the possibility of effects on the offspring. Many answers focused on unknown side effects with no explanation of what these may be or whom they would affect. As the question asked for an explanation of one argument, only the first argument stated was considered. Question 27 (a) The majority of students were able to name the process as exocytosis, although fewer were able to describe the process, as required. The most common mistakes were to refer to exocytosis as a passive process, or to describe endocytosis instead. A number of students correctly described the electrochemical process that occurs at the synapse, but this did not answer the question. (b) Most students answered this correctly with few losing marks due to incorrect spelling. Common wrong answers included endoplasmic reticulum, vacuoles, and mitochondria. Most answers mentioned the importance of the complementary shape of the acetylcholine to the binding site of the membrane receptor. Few students stated why acetylcholine was unable to bind to other membrane receptors. Often there was discussion about why other chemicals could not bind to the acetylcholine receptors, which was not what the question asked. Another common mistake was to state that a membrane receptor has an active site, uses the induced fit model, or has the same shape as the acetylcholine. Many students repeated information in the question or discussed how enzymes work, without explaining how they lower activation energy. Students who correctly stated that the induced fit model placed stress on the bonds of the substrate were usually able to make the link that less energy would then be required to break the bonds of the substrate. On the whole, this question was answered well, with many students able to discuss the effects of both competitive and non-competitive inhibitors on the active site of the enzyme. Of these students, only some then went on to link this to an inability of acetylcholine to bind to the active site and hence its accumulation in the synapse.

(c)

(d)

(e)

Question 28 (a) Graphs were generally well done. Common mistakes included small scales (less than half the grid provided was used), inaccuracy in plotting points and unjustified extrapolation of the line of best fit. (b) The majority of students were able to answer this question well. Marks were usually lost due to students only describing half the graph (increase or decrease only) or not including the independent variable in their answer. Very few students were able to correctly identify the factor that affected the reliability of the data. The majority of students referred to an environmental factor such as light or mentioned repeating the experiment rather than highlighting the importance of a suitable sample size. This question tested the following idea from the curriculum statement: Increasing the number of samples minimises the effects of random errors and increases the reliability of the data.

(c)

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(d)

The vast majority of students were able to correctly identify the volume of the guard cell as the dependent variable, with many also including the units. Only a few students wrote time, or left this question blank. Many students recognised the need to repeat the experiment and most were correctly able to describe the process, e.g., different apparatus, different day. Fewer students were then able to mention that the subsequent set of results would need to be consistently different from the original data. Students who recognised that this question was referring to surface area to volume ratio were able to answer it well by linking a smaller SA:V with a decreased efficiency of exchange of materials.

(e)

(f)

(g) (i) The majority of students were able to correctly identify that the process shown was active transport. A small number of students incorrectly stated that it was facilitated diffusion. (g) (ii) Most students were able to identify the membrane component as a protein, with many further clarifying that it was a carrier protein or protein pump. Channel protein was not an acceptable answer. (g) (iii) Many students were able to state that the breakdown of glucose in aerobic respiration results in a release of energy. Only a few students were able to state that some of this energy is used in the production of ATP from ADP and inorganic phosphate. Question 29 (a) Most students wrote about replication of DNA, although some did not make it clear that the DNA was replicated many times. Some confused PCR with DNA fingerprinting, and others gave a description of the gel electrophoresis process. (b) This part of the question was not well answered. Although many answers showed an understanding of DNA fingerprinting, few articulated why a failure to match fragments in the mixed sample and the suspect supported the suspects innocence. It appears that many students did not read the question carefully, and consequently did not refer to the diagram in their answers. Therefore, many answers did not establish the link between the uniqueness of an individuals DNA and the relevant evidence in the diagram.

Question 30 (a) Many answers correctly indentified that sensory receptors detect stimuli, but a significant number of answers continued to add incorrect additional information such as respond to the stimulus. Some answers were too specific, referring only to the eye. (b) Generally this question was answered well.

(c) (i) Most students answered this correctly, with the most common incorrect answers naming the stimulus rather than the effector. (c) (ii) Many answers demonstrated a simplistic treatment of the reflex arc. An understanding that a reflex response does not require processing by the brain was not common.

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Question 31 (a) This question was generally answered well, with the most common incorrect answers between 3.25 and 3.5 kbp. (b) (i) Generally well done. (b) (ii) Generally well done. (c) A few students drew an incorrect conclusion, referring to a relationship between the length of the gene and the likelihood of DSBs, instead of addressing what the question asked.

(d) (i) Many answers indicated little understanding of crossing over. A few students did not use any method to distinguish between maternal and paternal chromosomes. Some answered part (ii) of the question (i.e., the result of crossing over) in this part. (d) (ii) Many students had the incorrect idea that a short length of one chromosome was inserted into the other chromosome at the position of the chiasma. (This could result from breaks occurring at two relatively close chiasmata.) (e) Most students knew there was some link between genes and the production of protein, but poor expression often affected the marks awarded. The good answers made clear the connection between a change in base sequence possibly coding for different amino acids, leading to a change in the proteins produced. Reference to mutation was made, but often in relation to proteins rather than DNA.

Question 32 (a) This question produced quite a varied response. Some students seemed to have a poor understanding of the structure and function of the nephron. Many arrows were not drawn with sufficient accuracy. (b) Not all answers related the presence of NNAL to the likelihood of developing lung cancer and mistakenly stated that the test was directly identifying the presence of cancer. Students did not always write about a benefit to society or link the benefit of a smoker quitting to a benefit to society rather than to a benefit to the individual.

Question 33 (a) The most common incorrect response was 106. A variety of other responses were reached by less obvious means. (b) Most commonly, descriptions referred to events at metaphase and anaphase. This was the most obvious way to answer the question, but alternatives were acceptable, provided that the steps described were consecutive. Some answers made incorrect references to homologous chromosomes. Many students used the terms chromosome and chromatid interchangeably, which is not always appropriate. Most answers mentioned the odd number of chromosomes, with relatively few citing the even more significant inability to form homologous pairs. A number of students confused cause and effect, with responses such as they are infertile.

(c)

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Question 34 (a) Generally well done. (b) Mostly well done, although spelling errors were reasonably common. A common incorrect response was speciation.

(c) (i) Mostly well done. A common incorrect response was to cite an abiotic factor. (c) (ii) This question was reasonably well answered. The most common responses referred to nutrients being returned to the soil and reduced competition for space. (d) Many students did not develop their explanations, with many drifting into irrelevant and often garbled discussion of natural selection, reproductive strategies, and effects on other species. Terminology was often vague, for example, using the term resources rather than giving specific examples.

SECTION C: EXTENDED-RESPONSE QUESTIONS Each extended-response question is marked out of 15, with 12 marks being allocated for content (each well-made point is worth 2 marks) and 3 marks for communication. Questions 35 and 36 each had three content parts, with each part being marked out of 4. In awarding a communication mark, the following factors are taken into account: Is the response at least half a page in length and is it structured in the form of sentences and paragraphs? Does the response use correct grammar and spelling? Does the response clearly explain concepts using relevant and concise biological language?

Students should be able to fully answer an extended-response question in about one page of writing. It is unnecessary for students to re-write the question or to provide an introduction to their response. Both of these practices are time wasting and receive no credit, and may even result in a reduction in the communication mark. Question 35 Part 1 Required students to write about the thin walls of the capillary, the large surface area capillaries provide, and their moist walls, and to link these features to factors that increase the rate of diffusion. These included less distance for molecules to travel, greater rate of diffusion, and increased efficiency of diffusion. Many students listed the features of exchange surfaces but did not provide clear explanations, and many students simply said diffusion was made easy. A large number of students said that the capillaries were thin, instead of the walls being thin, and many said they were leaky, without explaining what this meant. Non-structural aspects such as blood pressure and concentration gradients were quite common, indicating students had memorised information about what happens in capillary beds without understanding the concepts of structure and function.

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Part 2 Asked students to describe the process of anaerobic respiration, using a word or chemical equation, and linking the energy release to the synthesis of ATP from ADP and P, then stating that the breakdown of this ATP provided the immediate source of energy for other cellular processes. Few students were able to follow the provision of energy through this whole process, which meant that the discussion of anaerobic respiration became the whole of their answer. A significant number of answers stated that the production of lactic acid was part of the anaerobic process, but did not link this to glucose in any way. Few students correctly provided the equation for the process, with many inserting ATP (or even CO2) as a product. A number of students compared aerobic and anaerobic systems, but this was not relevant to the question. Part 3 Required students to write about the consumption of various drugs and link it to the well-being and performance of the athlete. It could be that well-being is enhanced due to increased winning of events, fame and money, or impacted negatively by resultant body damage, or psychological problems due to being caught or addicted. Many students quoted EPO and steroids. Common social drugs were often mentioned, and were awarded marks if the students could link the choice of their use to well-being. Question 36 Part 1 Required students to firstly identify the characteristics of r and K strategies. They then needed to explain that humans possessed characteristics from both of the extremes described, and conclude that humans were at some point along the continuum. Credit was given to students who suggested that the exponential growth of the population was a feature of r strategist selection. Most students had memorised lists of the features of both strategies and so gained some marks. Part 2 Required students to state that population size is limited by resource availability or carrying capacity. They needed to clearly state resources that are used excessively, and describe what impact this could have on population growth. Most students referred to the lack of resources concept and then went on to mention lack of food, fresh water, or land. The better answers explained why these resources could be limiting factors. Many students went into depth about ozone, use of fossil fuels, pollution, and greenhouse gases without saying why these impact on population growth. Part 3 Required an understanding of what an ethical issue is, and a statement of one that is related to the growth of the human population. Answers included the response to the equitable distribution of food, the rights of all species balanced against those of humans, and the effect on human rights that could result from the restriction of reproductive rights. To gain full credit it was necessary to elaborate on the chosen ethical issue.

Chief Assessor Biology

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