Biology 2017 HSC exam pack (archive)

Students should:

• read the question carefully, analyse what is being asked, and construct a response based on the question
• construct the response addressing any key words included in the question – for example, ‘compare’, ‘explain’, ‘evaluate’ or ‘describe’
• refer to stimulus material in the response
• be explicit in the response, with specific links to what is being asked in the question
• know the course content and be able to apply it to the different scenarios presented in the questions
• use the number of lines as an indication of the expected length of the response
• use contextual examples to add depth to responses when appropriate
• when a question indicates that an example is required, include an appropriate example in the response – if the plural ‘examples’ is used in the question, provide more than one example
• use a variety of appropriate ways to answer a question, such as including tables, diagrams and graphs
• use relevant scientific terminology rather than general terms in responses – for example, ‘pathogen’ is a much better biological term to use than the general term ‘germ’
• write a plan for the longer responses to assist in structuring each response in a logical way
• where appropriate, use information from across modules to answer questions
• where case studies are addressed in the syllabus, use very clear examples – for example, when studying a non-infectious disease, choose one that has a very clear cause and treatment
• know the scientific skills, including designing valid experiments, considering variables, drawing graphs, identifying trends in graphs, and analysing scientific data presented in different forms
• be able to draw scientific diagrams representing different aspects of biology and be able to recognise structures, such as different types of blood vessels, from a diagrammatic representation
• know the difference between transverse and longitudinal sections.

Question 22

In better responses, students were able to:

• identify an infectious and a non-infectious disease and supply a clear cause of each disease
• correctly outline two different methods of water treatment
• successfully relate each of these methods to the reduction of the risk of infection.

Question 24

In better responses, students were able to:

• demonstrate an understanding of the process of crossing over
• demonstrate an understanding of the difference between genotype and phenotype
• clearly explain how geographical isolation can dictate the different selective pressures experienced by members of a population and how, over time, that can impact the genotype to an extent that there is a significant enough difference that two species are formed. Using diagrams to assist the explanation was beneficial.

Question 25

In better responses, students were able to:

• correctly compare the salt concentrations of the internal and external environments of marine and freshwater fish
• include diagrams to enhance their response
• correctly identify the urine concentration of marine and freshwater fish
• relate the urine concentration to the flow of water into or out of the fish.

Question 27

In better responses, students were able to:

• draw a scientific diagram of transverse sections of both xylem tissue and phloem tissue
• demonstrate a distinguishing feature of xylem tissue and phloem tissue
• identify that sugars are transported through the plant in the phloem
• correctly describe the process involved in the transport of sugars in the phloem, often with the aid of a diagram.

Question 29

In better responses, students were able to:

• include a clear justification as to why prevention is preferable
• include real-world examples of how this shift has been of benefit to society.

Question 30

In better responses, students were able to:

• identify one type of T cell
• correctly state the specific role of the identified T cell
• describe a benefit and a limitation of suppressing the immune system in organ transplant patients
• relate the benefit and limitation to the organ transplant patient.

Question 31

In better responses, students were able to:

• make a link between the work carried out by Beadle and Tatum and the mechanism of being able to produce transgenic species
• articulate how the discovery of ‘one gene – one polypeptide’ has led other teams of scientists to take a gene from one species and insert it into another to have the same effect in the second species
• demonstrate their depth of knowledge of the work of Beadle and Tatum and the process of creating a specific transgenic species.

Question 32

In better responses, students were able to:

• move beyond pre-planned responses and apply their knowledge to the questions asked
• deconstruct the questions and plan responses that addressed all components demanded by each question
• include clearly labelled diagrams and/or carefully arranged tables where appropriate
• include a well-expressed assessment to demonstrate understanding.

Question 33

In better responses, students were able to:

• include biological terminology and scientific names of microorganisms where appropriate
• analyse and interpret data before providing an explanation using their knowledge and understanding of the course content
• create flow charts and diagrams to illustrate complex biological processes.

Question 34

In better responses, students were able to:

• define key terms used in the question to demonstrate their understanding
• use labelled diagrams to help clarify understanding
• demonstrate their understanding with specific reference to the question and avoid a pre-prepared response or brain dumping.

Question 35

In better responses, students were able to:

• be specific about features (for example, identifying ‘large cranial capacity’, rather than ‘cranial capacity’)
• accurately demonstrate knowledge of DNA hybridisation and other content-specific processes
• exhibit skills in graphical interpretation and refer to data when constructing their response.

Question 36

In better responses, students were able to:

• accurately demonstrate knowledge of van Helmont’s experimental observation and other content-specific processes
• exhibit skills in graphical interpretation and refer to data when constructing their response
• demonstrate their understanding of the impact of the electron microscope with specific reference to the question and avoid a pre-prepared response or brain dumping.