Extended Response tasks provide an avenue for students to:
 display the depth of their understanding of a topic,
 develop an argument,
 justify a stance,
 apply concepts, and
 communicate effectively.
An Extended Response task may be based upon material which is part of the course content or upon material that the student has researched independently. In the latter case, student ownership becomes an issue. To overcome this problem, many of the examples given have directed the students to a broad research area. The students are allowed to take two A4 pages of notes into an examination situation where they are to address an unseen topic within the general area that they have researched. A logbook maintained over the preparation period and the notes may become a major part of the assessment of
Investigating Biology (or, depending on the topic, Evaluating Biological Issues) in that they illustrate the ability to collect data from which they will select the appropriate information to respond to the task.
This type of task also provides the students, as a group, with an opportunity to negotiate a topic for research in which they have an interest.
These topics could, however, be used in a number of different ways. For example, they could be used as the basis for students to present
 a seminar
 a web page
 a multi-media presentation
 a debate
 a feature article for a magazine
 a scientific report
 hypothetical.
Objectives which could be assessed:
INVESTIGATING BIOLOGY
 identify and formulate questions and hypotheses for investigation and research
 locate and comprehend relevant information from resources
 record and organise data
 distinguish relevant from irrelevant information
 analyse data
 draw conclusions
 relate cause and effect
 describe relationships
 communicate effectively in an essay genre
EVALUATING BIOLOGICAL ISSUES
 explain the explicit and implicit meanings of information selected from a variety of sources.
 select relevant information and assess the reliability, authenticity, accuracy and bias of the sources
 justify an outcome
 evaluate the social and ethical impact of future developments based on the interpretation and analysis of current information
 propose evidence that would be required to confirm or refute an argument

RESEARCH TASK:
A young couple have been attempting to have a child for several years to no avail. Each underwent several tests to determine the reason for their lack of success.
Research

The possible reasons for their inability to have a child.

Reproductive technologies available to help such a couple.

The possibility of cloning cells from one of the couple to produce a child.
In your research contemplate the biological, legal and social implications of the new reproductive technologies.
New Scientist is a good source for techniques and debate on this topic.
On the …………………. you will be required to write a report on an unseen topic under examination conditions on some aspect of the above research. You may take 2 x A4 pages of notes into the examination. These pages must be attached to your final essay.
Criteria for the essay may include:

Research and understanding of reasons for infertility.

Research and understanding of the reproductive technologies available.

Research and understanding of the implications of these technologies.

Ability to select appropriate information to present an argument.

Ability to critically analyse information and check for its validity

Ability to communicate information logically, using correct grammar and spelling.
EXAMINATION
Time allowed: 40 minutes .
“Just because something is possible, does not mean it should be done.”
Write a report of approximately two pages in response to this statement in relation to human reproductive technologies. You are expected to show your understanding of a variety of current techniques and to justify your stance from a biological and legal point of view.
At the completion of the report, attach your notes to the back of the essay and the criteria sheet to the front. All sheets must be stapled together.

NAME _____________________________________________________________
INVESTIGATING BIOLOGY
A The student demonstrates an ability to:
Formulate justified questions for research.
Thoroughly research reasons for failure to reproduce and technologies available to rectify specific problems.
Fully analyse and evaluate the data.
Make valid, justified judgements and draw conclusions from the data.
Effectively communicate information using the correct conventions of the genre.
B The student demonstrates an ability to:
Formulate researchable questions.
Explore reasons for failure to reproduce and technologies available to rectify specific problems from several sources.
Interpret the data to answer the question(s).
Make judgements and draw conclusions from the data.
Communicate information in an essay genre.
C The student demonstrates an ability to:
Identify questions for research.
Collect and organising data.
Discuss the data and draw conclusions.
Communicate information.
D The student demonstrates an ability to:
Research reasons for failure to reproduce and technologies available from a given list.
Use data to answer questions.
EVALUATING BIOLOGICAL ISSUES
The student demonstrates an ability to:
Understand the biological implications of the technologies.
Understand the legal and ethical implications of the technologies.
Select appropriate information in presenting an argument.
Critically analyse information for validity and bias.
Consider alternative reproductive technologies.
Justify a stance on the possible future developments of reproductive technologies.
The student demonstrates an ability to:
Understand many of the biological implications of the technologies.
Understand the some legal and ethical implications of the technologies.
Integrate the information to make supported decisions.
Analyse information for validity and bias.
Recognise the possible future developments of reproductive technologies.
The student demonstrates an ability to:
State some biological implications of the technologies.
State some legal and ethical implications of the technologies.
Select appropriate information to make plausible decisions.
The student demonstrates an ability to:
Collect and make statements about the biological implications of the technologies.
The student demonstrates an ability to:
Restate information from resources.
E The student demonstrates an ability to:
Research some aspects of the topic from at least one source.

RESEARCH TASK
The rise and fall of the dinosaurs has been a topic which has fascinated biologists for decades. Once thought to be ‘glorified lizards’, recent studies have suggested that many were highly likely to be warmblooded. In the past decade most experts concur that birds belong on the dinosaur family tree. There are two major groups of dinosaurs – the saurischians (with lizard-like hip structure) and the ornithischians
(with bird-like hip structure). They existed on earth for 165 million years and to all intents and purposes became extinct in a relatively short time span (in terms of geological time), some 65 million years ago at the end of the Mesozoic Era. Several theories have been proposed to account for this, e.g.:

Species aging and senility.

Hormonal imbalance.

Increased oxygen in the atmosphere resulting from the evolution of angiosperms.

Poisonous alkaloids in the newly evolved angiosperms.

Competition with the evolving mammal species.

Climate change.

Supernova explosion.

Movement of crustal plates.

Asteroid collision with Earth. etc., etc.
You will be asked to answer a specific question on …………………………… based on your library research into the following:

Distinctions between saurischian and ornithischian dinosaurs.

Metabolic control in dinosaurs.

Queensland dinosaurs.

Reasons for extinction.
Do not prepare an answer.
Two A4 pages of notes may be taken into the test and must be attached to your answer.
Assessment criteria:

Depth of research.

Understanding of topic.

Ability to effectively utilise the material to answer the question.

Ability to argue a position – providing evidence for your case and against opposing views.

Ability to communicate information in a coherent, grammatically correct form.

First Living Things
Present
1.64
Era
Cainozoic
65
145
208
245
290
Mesozoic
362
408
439
510
Palaeozoic
570
2500
4000
4600
Proterozoic
Archaen
Plants
Quaternary
Period
Tertiaty
Modern Humans
Age of the mammals
Insects
Cretaceous
Last Dinosaurs
Jurassic
Triassic
Permian
Carboniferous
Devonian
Silurian
Ordovician
Cambrian
Dinosaurs dominate the land
Origin of the dinosaurs.
First mammals.
Age of Mammal-like
reptiles.
First plant-eaters.
Age of Amphibians.
First reptiles
The age of fishes.
First backboned land animals
First land plants
First vertebrates
First animals with hard
parts
First soft bodied animals
First multicellular animals
First bacteria and algae
Origin of Earth
Land invertebrates
Marine Invertebrates
Fish
Amphibians
Reptiles
Plesiosaurs
Ichthyosaurs
EURYAPSIDS
Mammal-like Reptiles Archosaurs Thecodonts
All other reptiles
Flying reptiles
Dinosaurs
Mammals SYNAPSIDS
Birds
DIAPSIDS
Crocodiles
Lizards, snakes
Turtles and tortoises
ANAPSIDS

EXAMINATION TOPIC
At the time during which the dinosaur precursors evolved (approximately 220 million years ago) there was a single world continent, Panganea, which, from fossil evidence (e.g. Lystrosaurus ) was a vast tropical or subtropical land. Over time this vast super-continent began to break up. This may have resulted from natural events occurring deep within the earth’s core, or may have been triggered by a cosmic catastrophe such as a nearby stellar explosion causing showers of both radiation and large asteroids to hit the earth’s surface. The movement of the continents so formed is purported to have resulted in species diversity (herbivores and carnivores ranging in size from small, agile, chicken-sized beings to animals larger than elephants) in the dinosaurs and to a possible cause of their extinction.
With the splitting of Panganea and the movement of new continents away from each other came climatic changes. Different types of dinosaurs were able to survive in cold and warm climates, suggesting that they might have been more bird-like in their metabolism (i.e. able to control body temperature by internal means) than reptilian. The small Australian dinosaur Leaellynasaura suggests that this was possible for some. In other areas the movement of the continental plates against each other could have resulted in zones of volcanic activity in which poisonous gases and/or huge clouds of ash
(which could block out sunlight for large lengths of time) were released into the atmosphere.
After approximately 140 million years of successful evolution (at the end of the Cretaceous period), the dinosaurs, and many hundreds of other contemporary species on the land, in the air and in the sea, disappeared from the face of the earth. This mass extinction took place over many thousands of years.
Write a report of approximately two pages which: a. b.
Briefly outlines evidence that suggests at least some dinosaurs were ‘warm-blooded’; and
Analyses and evaluates the implications of Continental Drift as a possible cause of the extinction of the dinosaurs.
Attach your research notes to the back of the report.
ENABLING CRITERIA
Understanding Biology

Recall the concepts of Continental Drift, Evolution and Adaptation.

Describe the influence of ‘warm-bloodedness’ as an adaptation.

Describe the effects of Continental Drift on continents over time.

Link the abiotic effects of Continental Drift to biotic effects.

Apply these concepts to possible mass extinction.
Investigating Biology

Identify and formulate questions and hypotheses to be researched.

Collect, organise and interpret data.

Analyse data.

Make judgements and draw conclusions pertaining to the validity of the data.

RESEARCH TASK
Much of the world’s current food supplies are the result of artificial selection of particular strains of plants or animals to produce better quality, disease-resistant strains. In recent years, this selection has taken on a new face. Scientists have developed techniques whereby they can, in laboratory conditions, alter the genotype of individuals of a particular species by transfer of genes from the chromosomes of one individual to another of the same or different species. This new technology is termed genetic engineering. Whilst the proponents of the research and development of genetic engineering express the benefits to humankind, others have serious doubts of its application.
You are to research the general topic of Genetic Engineering, with particular emphasis on:

Scientific definition of Genetic Engineering.

Methods employed in the process of Genetic Engineering.

Current developments in the technology.

Possible future applications.

Social and ethical implications.
Do not attempt to prepare an answer – read and make concise notes on the above areas.
On ……… you will be given a specific topic under examination conditions. You may take in two A4 pages of notes that must be attached to your response.
EXAM TOPIC
Much interest has been generated in recent years by the developments of Genetic Engineering. Whilst the advocates for this biological technique point out the tremendous advantages in terms of the development of better agricultural crops, prevention of human genetic disease, there are others who fear that this research is leading towards a ‘Biological Timebomb’.
Present a paper that either argues for or against continued research and application of Genetic
Engineering. Your response should demonstrate, through specific examples, an understanding of the processes involved in Genetic Engineering and justification of your views whilst addressing the opposing argument.
OR
Dr. Kevin Ward, C.S.I.R.O. geneticist wrote that Genetic Engineering
‘is more significant than splitting the atom. We can now alter any species alive on Earth – and such power has to be used with much care. We need to go forward step by step.
’
Whilst the potential for improved quality of life, through decrease in disease, better food production, etc. cannot be denied, there are potential hazards in this new technology and often the ‘inventors’ of the processes cannot see the full consequences of their ‘invention’. For example, the ecological consequences of farming a genetically engineered carp (containing a growth hormone from a trout which makes them 20% larger than normal) in a natural ecosystem could impact on the whole food web in a similar way to that of the introduction of the rabbit to Australia.
Within Australia there is some regulation of Genetic Engineering through a Commonwealth
Government ‘Genetic Manipulation Advisory Committee’ (GMAC) and through local and institutional bio-safety committees (IBC’s). These committees, however, are comprised of scientists and a few representatives of government departments. The public and interest groups have no role.

In relation to Genetic Engineering, argue for or against the case that
‘Just because science is capable of doing something does not mean that it should be done.’
Your response should demonstrate a clear understanding of the process of Genetic Engineering and should be justified with specific examples.
OR
For years horticulturists have spent enormous effort attempting to develop a Blue Rose. Discuss how current advances in Genetic Engineering have led to the development of this coloured rose when other techniques were unable to do so. In your response, propose the steps that needed to be undertaken in order to achieve this result.
RESEARCH TASK
Human civilisation has been, and continues to be, plagued with parasites, pests and pathogens. These organisms have destroyed crops, debilitated domestic animals, been responsible for deterioration of food, clothing, human structures (one species of bacterium actually ‘eats’ bitumen roads) and either cause or transmit human diseases. Efforts, particularly over the last century, to eradicate these organisms have largely been in vain. As fast as one method is put into operation, new resistant varieties appear. Although this is a problem for the human species, these organisms are in fact responding to natural selection as their environment changes.
Research:

Methods used to control parasites, pests and pathogens, particularly in the past decade.

The reasons for the development of strains resistant to some control methods.

The processes involved in organisms becoming resistant.

Theories of evolution.

Population Genetics.
On …………………….. you will be required to write a response on a particular aspect of this research.
Do not attempt to prepare and learn an answer – the emphases of the topic given may not be reflected in this. You may bring two A4 sheets of notes into the examination and these must be attached to your essay.
EXAM TOPIC
Write a report of about two pages on the topic:
‘The effects on parasites, pests and pathogens of human attempts of their control.’
In your report ensure that you mention types of control methods currently employed and the methods by which organisms respond to them.

The rocky shore is a harsh environment. Tides leave the littoral zone line exposed for many hours of the day, exposure being greatest at the upper levels. Thus plant and animal life can be subjected to the desiccating effects of sun and wind as well as predation by land animals. Waves batter the rocky shore and the organisms that live there, making them vulnerable to not only the physical shock of the pounding waves but also to being washed away. In spite of these difficulties, the rocky shore has a diverse and abundant array of plants and animals.
Research two rocky shores along the east coast of Australia – one in a tropical / sub-tropical region and one in a temperate region. Compare and contrast the climatic effect on the types of organisms found and the abiotic features of the environment that would account for the number and variety of organisms found on the rocky shore and adaptations of the organisms that enable them to overcome the adverse effects.
Write an article of 1500 words for publication in a student Science Magazine on your findings. The article can be illustrated with photographs or sketches.
ENABLING CRITERIA :
Understanding Biology

List the abiotic conditions found at a rocky shore in each location.

Describe similarities and differences of abiotic conditions between the two locations.

Describe similarities and differences of organisms in the two locations.

List adaptations of organisms to the abiotic conditions of rocky shores.

Apply the concept of adaptation to explain both the types of organisms found at the two locations and their distribution(s) and abundance.

Apply the information in a suitable format for the task.
Investigating Biology

Identify and formulate questions for research.

Collect, organise and interpret data.

Analyse the data.

On December 26 2004, an earthquake graded 9.0 on the Richter Scale occurred in the Indian Ocean near the island of Sumatra in Indonesia. It was the result of a violent slippage of the fault line between the India and Burma continental plates causing it to move 15m. This action caused the sea bed to rise and abruptly fall. The surrounding sea then bulged and sent out ripples that moved at up to 800 km/hr.
As the depth of water decreased around the land, the speed of the ripples decreased to about 48 km/hr, while their height increased up to 30m. The tsunami formed spread from the point of origin to as far as
East Africa. Those islands closest to the centre bore the brunt of the force of the tsunami. The devastation to structures and toll on human life from this earthquake was extreme, with about 150,000 deaths recorded in the first two weeks. In some places the sea water inundated the land for several kilometres whilst smaller islands were completely submerged for a time. Aftershocks continued for days. December–March is monsoon time in this geographic zone. In Sri Lanka, for example, flooding due to heavy rain compounded an already dire situation. Thousands of people were left homeless, isolated areas did not have the facilities to dispose of the decomposing bodies and other debris or the resources to provided food and clean drinking water.
Early reporting focussed on the loss of life. This, however, is only the initial phase of the long-term impact on the area. United Nations officials stressed the possibility of greater deaths from disease as a result of breakdown of services to the communities. It was evident that the environment had been greatly disturbed. Such disturbances could pave the way to outbreaks of serious diseases and the loss of food production and/or sources. Many of the communities depended on rice and small crop farming, or small scale fisheries allied with mangrove and coral reef habitats.
Your task is to write a newspaper article of 1000 words outlining the long-term impact of such a natural disaster in a tropical region and possible ways to minimise the environmental and human impact in the event of a similar future event. This article should include:

The types of disease that could become rampant and the reasons for their occurrence.

The pathogens involved in what you consider the three most significant contagious diseases – justify why you consider these to be the most significant diseases.

The mode of transmission / life cycles of each of these pathogens and their effect(s) upon humans as visual representations (e.g. flow charts, diagrams etc.)

The most effective means of prevention and control of the selected diseases following the disaster.

The possible causes of environmental degradation and ability of the communities to provide food. This should include sources of degradation (e.g. immediate impact of the disaster and the aftermath such as pollution from domestic, agricultural and industrial sources; soil erosion and its further effects on both land and aquatic productivity; siltation; pest control etc) and means of overcoming it.

A plan which prioritises methods of reducing human and environmental loss for similar future events.
You are to keep a logbook throughout the preparation of this article. This is part of the assessment task and will thus form a significant component of the marking criteria. It will demonstrate your thinking processes and your methods of validating and prioritising data. In the logbook you are to:
 ensure that each entry is dated. Your teacher will sign and date the logbook at intervals throughout the task preparation.
 clearly state the questions you wish to address in the article.
 attach hard copies of up to ten articles relevant to the stated questions you have reviewed, ensuring that they are fully sourced (Journal/Text, Newspaper article, date, page number; internet site)
 with each article, provide a list of the significant features which will help you to address the questions you have posed.
 validate any information from one article with information from other articles.
 write notes about the meanings of the information selected.
 evaluate the reliability, accuracy and bias of the sources.
 list potential diseases as non-contagious and contagious. Beside each item make notes on the seriousness of the disease and the method(s) and ease of prevention and/or control. What is

needed in order to accomplish this? The use of Buzz Wheels may help in determining an order of priorities.
E.g. one control method for disease may be the construction of wells to provide a source of fresh water for a community. The following Buzz Wheel starts to identify the need, feasibility and level of priority for the area.
What environmental impacts will the well like?
Well for water have?
Good? Bad?
Who will benefit from the well?
How will water quality be assured?
What is the climate
Where would the water come from?
Where would it be
built?
Why is the well
needed?
 from your data make lists in order of priority of: the most significant contagious diseases; the types of environmental damage that might occur; the measures taken to prevent or control diseases; the measures taken to prevent, control or rectify environmental damage.
 justify any decisions you make in the development and completion of your article.
 draw up a plan of your article layout: the main heading, any sub-headings, placement of flowcharts, tables or diagrams etc. (Remember the finished product is a newspaper article meant for the general public. Because it is such an important topic you want as many people as possible to read and understand its significance. How are you going to grab and then keep their attention? What type of vocabulary are you going to use? How will you simplify the data whilst maintaining accuracy?)
The criterion sheet, which should be read carefully prior to commencing your planning phase, must be attached to the front of the article.
Note: The data on the tsunami could be replaced by the earthquakes in Indonesia in March 2005 or any other major natural disaster that is topical.

Task A
UNDERSTANDING BIOLOGY
Identify diseases
Most significant disease pathogens
Life Cycles and Effects
Disease prevention and control
Land degradation
At least 6 possible diseases identified and reasons fully described
Valid selection of three pathogens fully justified
Transmission / life cycle and effects of each pathogen fully and accurately documented
Effective and pertinent methods of prevention and control fully described
At least three ways in which the environment would be degraded presented with valid, detailed explanation
INVESTIGATING BIOLOGY
Questions
Collection and organisation of data
Many well thought out questions pertinent to the task
Data collected from a variety of sources that are highly relevant to the research questions, well organised to draw appropriate conclusions
EVALUATING BIOLOGICAL ISSUES
Data
Prevention and control
Future planning
All data checked for validity; sources reliable. The data is critically analysed to make justifiable and responsible decisions
The short- and long-term consequences are fully and critically analysed
Information is well integrated and future plan is responsible and well justified
B
At least 5 possible diseases identified with valid reasons
Selection of three pathogens with good justification
Transmission / life cycle and effects of each pathogen well documented
Valid methods of prevention and control well documented
At least three ways in which the environment would be degraded presented with reasonable explanation
Individual questions pertinent to the task
Data collected from a variety of sources that are relevant to the research questions that is well organised to draw conclusions
Data checked for validity and reliability of sources. The data is analysed to make supported decisions
The short- and long-term consequences are analysed
Integrated data produces a valid plan that is supported by arguments
C
At least 4 possible diseases identified with reasons
Three pathogens selected with some justification
Most aspects of the mode of transmission / life cycles and their effects presented
Methods of prevention and control of the three pathogens described
At least two ways in which the environment would be degraded presented with some explanation
Some new questions pertinent to the task
Data collected from a variety of sources
General overview of transmission of the pathogens and their effects.
Methods or prevention and control of some of the pathogens presented
A way in which the environment would be degraded presented with some explanation
Data is collected from a variety of sources and suitable relevant information is selected to make plausible decisions
The data is used to make statements appropriate to the task
Consequences are described Some consequences are stated
A reasonable plan based on the data is presented
D
Three possible diseases identified
Three pathogens selected
Appropriate data collected
Some ideas are stated
E
Less than 3 possible diseases identified
Less than three pathogens selected
Mode of transmission of at least two pathogens or their effects
Some methods of prevention or control stated
A way in which environment would be degraded stated.
Follows given questions only Questions to be researched in the task not given
Some data collected, little organisation
Some statements made from the data.
No consequences given
Little or no evidence of a future plan

Objectives that could be assessed:
UNDERSTANDING BIOLOGY
 select appropriate information
 explain phenomena
 use and correctly spell terminology
 demonstrate an understanding of concepts
 assemble pieces of information and integrate them to complete a task
INVESTIGATING BIOLOGY
 distinguish relevant from irrelevant information
 draw conclusions
 relate cause and effect
 describe relationships
 communicate effectively in an essay genre
EVALUATING BIOLOGICAL ISSUES
 select relevant information
 justify an outcome
 evaluate the worth of ideas
 propose evidence that would be required to confirm or refute an argument
“Giving examples, discuss evolutionary trends in the plant kingdom, with particular reference to the angiosperms.”
UNDERSTANDING BIOLOGY
Recall: the different plant divisions features of the plant groups how the structure of plants limits the habitats in which they can survive
Describe: evolutionary trends in the plants distinctive angiosperm features which account for their wide diversity in many habitats
Application and linking ideas: apply the concept of evolution to changes in the Plant Kingdom select appropriate information to complete the task

TIME: 45 minutes
The cell membrane has many functions, e.g.:
•
•
•
•
•
•
• control of movement of substances in and out of the cell active transport of some materials across the membrane provision of some mechanical support maintenance of cell shape receptor for certain external substances, e.g. hormones maintain integrity of the cell type maintains each cell as an integral structure
There are, however, many different types of cells in multicellular organisms. Each type of cell has a specific function and thus the needs for specific nutrients, the types of stimuli (e.g. hormones) to which it will respond and the types of wastes it produces will vary from cell type to cell type.
Discuss how the structure of the cell membrane allows it to perform the general functions and how slight changes in membranes can allow different cells to perform different functions.
UNDERSTANDING BIOLOGY
Recall the structure of the basic cell membrane.
Describe how the structure of the cell membrane operates in relation to the general functions.
Apply knowledge of the differences in structure to explain the variations in cell function and thus type.
The rocky shore is a harsh environment. Tides leave the littoral zone line exposed for many hours of the day, exposure being greatest at the upper levels. Thus plant and animal life can be subjected to the desiccating effects of sun and wind as well as predation by land animals. Waves batter the rocky shore and the organisms which live on it, making them vulnerable to not only the physical shock of the pounding waves but also to being washed away. In spite of these difficulties, the rocky shore has a diverse and abundant array of plants and animals.
Analyse those abiotic features of the environment that would account for the number and variety of organisms found on the rocky shore and adaptations of the organisms which enable them to overcome the adverse effects.
Organisms of the mangrove community (both plants and animals) are subjected to an ever-changing environment. Tidal inundation of the muddy substrate leaves it exposed to the wind and sun for part of the day whilst covering it with salty water for various periods. Freshwater run-off from the land can bring about tremendous variations of the salinity of the water. The bacteria-rich mud is low in oxygen and provides little support for plants. Given all of these adverse conditions, the community that thrives in this shallow estuarine area is extremely diverse. The community is also important to human society in that it is here that many commercial ‘fish’ undergo their development.
Explain how, despite such adverse abiotic conditions, such a thriving community exists.

The crown of thorns starfish, Acanthaster planci , inhabits tropical waters where it feeds on coral polyps. Observations by underwater divers have shown that in certain coral areas large numbers of starfish gather together to form large aggregations of hundreds, even thousands, of individuals. When the food supply in one area has been used up the starfish move to another neighbouring reef.
Acanthaster planci has caused very severe damage to the coral of the Great Barrier Reef. Before 1959 the starfish population was thought to be kept in check by the giant triton, a large carnivorous mollusc; but since then the number of tritons has decreased with a corresponding increase in the starfish population.
Imagine that you are seeking a research grant to study the effects of crown of thorns starfish on the
Great Barrier Reef. Write a proposal outlining the investigations and methods of you will employ with justifications for your selections. The following points could help you to focus on the task.

Suggest hypotheses to explain what causes the starfish to congregate together.

Describe experiments you might carry out to test your hypothesis.

What are possible advantages and disadvantages of Acanthaster ’s aggregation behaviour?

Suggest hypotheses to explain why the triton population has declined since 1959.

Put forward suggestions as to how the starfish might be kept under control by humans.

Consider the relative merits and demerits of each method.
You are a counsellor employed by a firm of consulting design engineers. Each engineer employed by the firm is expected to deal directly with the client and to provide written reports both to the client and
Managing Director. You are requested to make the final decision between two prospective employees based on genetic profiles.
In the genetic profile of the two individuals, each letter represents a gene. The upper and lower case letters represent the different alleles of the gene. A slash (/) indicates the end of a chromosome. This data, therefore, represents genes found on three chromosomes.
Profile of individual 1 Profile of individual 2
Paternal alleles i S C M / I v c c / M I v S
Maternal alleles i S c M / i V c c / M I v S
Paternal alleles I S c M / I V c c / M I V s
Maternal alleles I S c m / i V c c / m I V s
The potential traits exhibited by particular genotypes for these alleles are given in the following table.
SYMBOL POTENTIAL TRAIT
S
I
M
Spatial perception (Two genes each with two alleles)
3 - 4 S = excellent; 1 - 2 S = good; 0 S = fair
Interpersonal Skills (Three genes each with two alleles)
4 - 6 I = excellent; 2 - 3 I = good; 0 - 1 I = fair
Maths Ability ( Two genes each with two alleles)
3 - 4 M = excellent; 1 - 2 M = good; 0 M = fair
V
C
Verbal Skills ( Two genes each with two alleles)
3 - 4 V = excellent; 1 - 2 V = good; 0 V = fair
Creativity (Three genes each with two alleles)
4 - 6 C = fair; 2 - 3 C = average; 0 - 1 C = high
Write a report to the Managing Director giving your choice. Justify your selection and comment on any possible defects in using this method as the selection process.

On July 28 2000 the Federal Court in Victoria ruled that IVF and artificial insemination must be made available to single women in Victoria. The judgment was based on an inconsistency between the
Federal Sex Discrimination Act (no-one can discriminate against a person on the basis of the sex or marital status) and Victoria’s Infertility Treatment Act which states that women must be either married or in a de facto relationship to receive IVF or artificial insemination.
Archbishop Pell of Melbourne lashed out at the decision. He cited International Law on the rights of children to be born into a family, to know their mother and father, and where possible to be reared by both of them.
Further concern was expressed in 2003 when an Australian couple proposed having an IVF baby for the sole purpose of obtaining the umbilical cord stem cells. Their son suffered a genetic disease that required tissue transplants for treatment. There was no compatible donor available. During the IVF process, the mother’s eggs and father’s sperm could be screened for the disease and the resulting embryos for a DNA compatibility match with their son. Although Australian Courts ruled against the process, the couple were able to achieve their goal overseas.
You are a scientific reporter for your local paper. Write a scientific response to either :

The Archbishop’s statement, either affirming or disagreeing with his stance.

The production of a baby for therapeutic purposes.
In your response you should ensure that the audience has a clear understanding of the processes involved and the ethical issues raised by their application. Examine the criteria sheet prior to starting your response.
The following test question was set for a class of Year 12 Biological Science students.
The following diagram was included in a pamphlet directed at working class women to explain a medical procedure.

Using scientific language, fully explain (with reasons) in what way, if any, this procedure will affect the menstrual cycle.
The teacher used the following criteria for grading the essay:
A B C D E
Recall the hormones involved in the cycle
Explain the action of each hormone
Links the interaction of the hormones during the cycle
Explains the purpose of the procedure
Logical sequencing of ideas with justified conclusion
The student -
Correctly identifies all hormones involved and their origins
Demonstrates a deep understanding of all hormones and uses correct scientific terms
Links the individual actions of each hormone to the whole cycle and shows a deep understanding of negative feedback systems
Clearly and correctly identifies the purpose and subsequent action of the procedure
Well planned answer, linking all ideas in a logical way to give strong justification to a correct conclusion
Correctly identifies most hormones and their origins
Demonstrates a good understanding of the actions of most hormones using scientific terms
Links the individual actions of most hormones to the whole cycle and shows a good understanding of negative feedback systems
Correctly identifies the purpose and has a good idea of the subsequent action of the procedure
Well planned answer, linking ideas to provide a good justification to a correct conclusion
Correctly identifies most hormones
Demonstrates understanding of the actions of most hormones but not always link the correct hormone to the action and/or not always use correct scientific terms
Shows some understanding of the interactions of the hormones in completing one cycle
Demonstrates some understanding of the purpose of the procedure
Some linking of ideas to reach a conclusion but reasoning not always accurate.
For each of the five criteria the following points were allocated:
A 2 B 1.5 C 1 D 0.5 E 0
The total points were tallied with the highest possible points being 10.
The overall grade was determined as
A > 8 B 6.0 – 7.9 C 4.5 – 5.9 D 2.5 – 4.4
Identifies few of the hormones
Demonstrates some understanding of the action of some hormones and can use some scientific terms correctly
Demonstrates that there is interaction between hormones but incorrectly states those interactions
Demonstrates only a vague understanding of the purpose of the procedure
Answer shows some linking of ideas but in an unorganised manner.
Conclusion inaccurate.
E < 2.5
Does not name the hormones involved in the cycle
Demonstrates little understanding of how the hormones bring about the changes in the cycle and does not use the correct scientific terms
Does not show the interactions between the hormones throughout the cycle
Does not give the purpose of the procedure.
Ideas not linked and presented in a haphazard fashion.
Conclusion incorrect

The following is an answer given by one student.
Carefully read and critically analyse this answer. Use the criterion sheet given to grade the answer as an A, B, C, D or E.
In essay format, fully justify why you have given the specific grade for each criterion, and thus the overall grade.
“The menstrual cycle in humans is controlled by several hormones. Hormones are chemicals produced by the body that control the actions of particular cells and tissues. Each hormone has a specific task to perform in the overall cycle. The cycle is started by the release of Follicle Stimulating Hormone (FSH) from the pituitary gland which is found in the brain. FSH travels in the blood stream and acts on a primary follicle (the cell that will develop into an egg) in the ovary so that it undergoes the first reduction division. The follicle grows larger to form the Graafian follicle enclosing the secondary oocyte.
FSH also acts on the ovarian tissue surrounding the follicles. This causes these cells to produce another hormone called Progesterone. This chemical is released by the ovary, is collected up by the Fallopian funnel and passes down the oviduct to the womb. Progesterone causes the lining layer of the womb to thicken, preparing it for a possible pregnancy. It also causes more blood capillaries
Once the secondary oocyte is formed, the Graafian follicle moves to the outside of the ovary, ruptures and releases the secondary oocyte. Because the follicle stops developing no more FSH is released. If the egg is not fertilised to form in the womb. Another hormone, oestrogen, is also formed in the ovary tissues. This hormone gives the woman her feminine characteristics., it dies. A message is sent to the ovary to stop producing progesterone. With no further progesterone present, the inner lining of the womb cannot be maintained. It starts to break down and is released from the womb to outside the body.
The break down and release of the lining of the womb is termed the period.
The clips on the oviducts prevent two things from happening. Firstly progesterone cannot enter the womb because the oviducts are blocked. Therefore the lining of the womb does not thicken and contain more blood capillaries. So when the ovaries stop producing progesterone there is no excess lining to eliminate. The woman does not have a period. Secondly, although the mature egg is produced, it cannot be fertilised because the clips stop the egg passing down the oviduct and sperm travelling to the egg.
Fertilisation cannot occur and so the woman cannot become pregnant.
A positive feedback system comes into operation. Because fertilisation has not occurred, progesterone is no longer released. The absence of progesterone causes the brain to release more FSH and so another primary follicle will start to develop into an egg and the cycle is repeated.”