Conditions
Technique Data test
Unit Unit 3: Biodiversity and the interconnectedness of life
Topic/s Topic 1: Describing biodiversity
Topic 2: Ecosystem dynamics
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.
● Write all your responses in either blue or black pen.
Biology — IA1 Page 3
2019 - 2020
Data test
DATASET 1 - Macroinvertebrate Diversity
Use this dataset to answer questions 1 - 6
Biology — IA1 Page 4
2019 - 2020
DATASET 2: Beetle population density
Use this Dataset to answer questions 7 - 10
Question 7 (1 mark)
Identify the beetle species that is most likely occupying a separate ecological niche.
Question 8 (2 marks)
Identify the patterns of population density seen in species B and C.
Biology — IA1 Page 7
2019 - 2020
DATASET 3: Goanna population sampling
Use this Dataset to answer questions 11 & 12.
Biology — IA1 Page 9
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
