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IA1 2020

The document outlines the marking summary and conditions for a Biology IA1 assessment focused on biodiversity and ecosystem dynamics. It includes datasets related to lacewings, forest sizes, energy flow in ecosystems, and protozoan population growth, along with associated questions for analysis. An instrument-specific marking guide is provided to assess students' understanding and application of scientific concepts and data interpretation.

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9 views13 pages

IA1 2020

The document outlines the marking summary and conditions for a Biology IA1 assessment focused on biodiversity and ecosystem dynamics. It includes datasets related to lacewings, forest sizes, energy flow in ecosystems, and protozoan population growth, along with associated questions for analysis. An instrument-specific marking guide is provided to assess students' understanding and application of scientific concepts and data interpretation.

Uploaded by

mongtong6174
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Biology

IA1

Student name

Student number

Teacher

Exam date 1

Marking summary

Marks Provisional
Criterion
allocated marks
Data test 10
Overall 10

Biology — IA1 Page 1


2019 - 2020
Conditions

Technique Data test


Unit Unit 3: Biodiversity and the interconnectedness of life
Topic/s Topic 1: Describing biodiversity

Time 60 minutes + 10 minutes perusal


Seen / unseen Unseen questions and datasets

Other QCAA-approved graphics calculator permitted

Biology — IA1 Page 2


2019 - 2020
Instructions
Use the datasets to respond to the associated items in the spaces provided. Each item
is associated with the dataset that immediately precedes it.

Biology — IA1 Page 3


2019 - 2020
Data test

Dataset 1
Lacewings are insects that feed on aphids and mites, which are crop pests. The
individuals of six different species of lacewings, A – F, were counted on samples of
apple and strawberry crops. The results are shown in Table 1.

Table 1: Mean and T-Test p-values of lacewings recorded on each crop.


Species of Mean number of lacewings p-value
lacewings
Strawberry Crops Apple Crops

A 31 10 0.5

B 0 1 0.1

C 3 1 < 0.05

D 29 7 < 0.001

E 17 0 < 0.001

F 1 1 1

Diversity Index 0.69


(SDI)

Biology — IA1 Page 4


2019 - 2020
Question 1 (2 marks)

Contrast the difference in the mean number of lacewings counted on the strawberry and
apple crops for species C and D.

Question 2 (2 marks)

Draw a conclusion about what the different p-value for species C and D show. Give a
reason for your conclusions.

Biology — IA1 Page 5


2019 - 2020
Question 3 (2 marks)

Calculate the species diversity of lacewings for the apple crops using Simpson’s
Diversity Index. Give your answer to two decimal places.

Question 4 (2 marks)

Strawberry crops seem to have considerably more lacewings. Deduce whether a


greater number of lacewings has resulted in strawberry crops being more biodiverse
than apple crops. Justify your answer.

Biology — IA1 Page 6


2019 - 2020
Dataset 2
Due to increasing fragmentation of the forests in Australia, scientists want to determine
the effect of forest size on bird species diversity. They have collected the following data:

Table 2: Forests of different sizes and sampled bird species.

Biology — IA1 Page 7


2019 - 2020
Question 5 (2 marks)

Identify the relationship between the size of a forest and the diversity of the birds that it
contains. Refer to data Table 2 to support your answer.

Question 6 (2 marks)

Use the evidence in Table 2 to infer one reason why very small forests are inhabited by
house sparrows and blackbirds, but not by great spotted woodpeckers and tree
creepers.

Biology — IA1 Page 8


2019 - 2020
Dataset 3
The diagram shows the energy flow through a freshwater ecosystem.

All units are kJm-2year-1.

Figure 1: Energy diagram of the freshwater ecosystem.

Biology — IA1 Page 9


2019 - 2020
Question 7 (2 marks)

Calculate the amount of energy used for respiration by primary consumers. Show your
working.

=_____________kJm-2year-1

Question 8 (2 marks)

Calculate the percentage efficiency with which light energy is transferred to energy in
producers. Show your working.

=__________%

Biology — IA1 Page 10


2019 - 2020
Dataset 4
Two different species of the protozoan Paramecium (P.aurelia and P.caudatum) were
grown in flasks in a lab. Their population size was recorded over 16 days. Figure 2
shows the results.

Figure 2: Population growth of Paramecium species.

Biology — IA1 Page 11


2019 - 2020
Question 9 (2 marks)

Identify trends in the population of P.aurelia over time when it is grown alone.

Question 10 (2 marks)

Compare the population growth of P.aurelia and P.caudatum when grown alone and
when grown together to draw a conclusion about their species interaction.

Biology — IA1 Page 12


2019 - 2020
Instrument-specific marking guide (IA1): Data test (10%)
Criterion: Data test

Assessment objectives
2. apply understanding of biodiversity or ecosystem dynamics to given algebraic, visual or graphical representations of scientific
relationships and data to determine unknown scientific quantities or features
3. analyse evidence about biodiversity or ecosystem dynamics to identify trends , patterns , relationships , limitations or
uncertainty in datasets
4. interpret evidence about biodiversity or ecosystem dynamics to draw conclusions based on analysis of datasets.

The student work has the following characteristics: Cut-off Marks

• consistent demonstration, across a range of scenarios about biodiversity or ecosystem dynamics, of > 90% 10
− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual and graphical representations
of scientific relationships and data > 80% 9
− correct and appropriate use of analytical techniques to correctly identify trends , patterns ,
relationships, limitations and uncertainty
− correct interpretation of evidence to draw valid conclusions .

• consistent demonstration, in scenarios about biodiversity or ecosystem dynamics, of > 70% 8


− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual and graphical representations
of scientific relationships and data > 60% 7
− correct use of analytical techniques to correctly identify trends , patterns , relationships,
limitations and uncertainty
− correct interpretation of evidence to draw valid conclusions .

• adequate demonstration, in sceanrios about biodiversity or ecosystem dynamics, of > 50% 6


− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual and graphical representations
of scientific relationships and data > 40% 5
− correct use of analytical techniques to correctly identify trends , patterns , relationships,
limitations and uncertainty
− correct interpretation of evidence to draw valid conclusions .

• Demonstration, in scenarios about biodiversity or ecosystem dynamics, of elements of > 30% 4


− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual or graphical representations
of scientific relationships or data > 20% 3
− correct use of analytical techniques to correctly identify trends , patterns , relationships,
limitations or uncertainty
− correct interpretation of evidence to draw valid conclusions .

• Demonstration, in scenarios about biodiversity or ecosystem dynamics, of elements of > 10% 2


− application of scientific concepts , theories , models or systems to predict outcomes ,
behaviours or implications
− calculation of quantities through the use of algebraic or graphical representations of scientific
relationships and data > 1% 1
− use of analytical techniques to identify trends , patterns , relationships, limitations or
uncertainty
− interpretation of evidence to draw conclusions .

• does not satisfy any of the descriptors above. ≤ 1% 0

Biology 2019 Queensland Curriculum & Assessment Authority


General Senior Syllabus ISMG v1.2 June 2018
1

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