2015 Queensland Core Skills Test

Retrospective2015 Queensland Core Skills Test

Short Response (SR) (Part 2 of 5)

ISSN 1321-3938

© The State of Queensland (Queensland Curriculum and Assessment Authority) 2015

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12

Short Response (SR)This year’s SR subtest comprised 16 items across nine units. As students worked through each unit, they interacted with stimulus material that was chosen to be challenging and engaging. Test developers paid careful attention to framing each item in a way that made it accessible to most students. The SR testpaper comprised units with stimulus material selected from fields such as mathematics, science, history, the social sciences and literature.

This year’s paper was varied in its content, covering a broad range of CCEs. The different tasks included drawing and labelling a mud-map, calculating the value of a numerical expression, estimating area on a map, measuring carefully and locating features on a diagram, providing clear explanations and giving evidence to justify a point of view.

Model responses and commentaries on student performance

What follows is an item-by-item report that includes model responses and marking schemes, tables and graphs of the distributions of grades, and commentaries that discuss the tasks. At times, references to specific student responses are included to exemplify observations. As much as possible, model responses are actual student responses. Model responses are those that demonstrate a high level of performance and would have been awarded the highest grade.

For some items, especially the more open-ended items, responses were extremely varied. For these responses it is not possible to provide examples of the many ways students responded. The detailed, item-specific marking schemes indicate the scope of acceptable responses for different grades. Even for the more closed items the marking schemes demonstrate that different ways of perceiving ‘the solution’ were able to gain credit.

Marking schemes

The marking schemes used during the marking operation and included in this section of the Retrospective are not designed to be read in isolation. They are only one element of the marking prescription. During the marking operation markers undergo rigorous training in how to apply the marking schemes to student responses of one marking unit. The training involves careful consideration and application of the material presented by immersers.

All SR items are double marked. This means that a student’s response booklet is marked by at least 10 different, independent markers. Referee marking also occurs when necessary.

For organisational purposes during the marking operation, the testpaper units were grouped into five marking units. In 2015, Marking Unit 1 contained testpaper units One and Five, Marking Unit 2 contained testpaper units Two and Three, Marking Unit 4 contained testpaper units Four and Nine, Marking Unit 6 contained testpaper units Six and Seven and Marking Unit 8 contained testpaper unit Eight.

Each marking scheme provides descriptors for up to five creditable grades, as well as the non-contributory grades N (where the response is unintelligible or does not satisfy the requirements of any other grade) and O (where no response has been given).

| Retrospective 2015 QCS Test

SR 2015 summary

Note: CCEs specific to an item are listed on the item’s marking scheme.The baskets into which CCEs are grouped are shown in Appendix 3.

Unit Item Basket Common Curriculum Elements by unit

OnePerspectives

1 4 Interpreting the meaning of words …28 Empathising

TwoK-maps

2 6 Interpreting the meaning of … diagrams …29 Comparing, contrasting30 Classifying44 Synthesising3

ThreeWater diviner

4 26 Explaining to others43 Analysing

FourMud-map

5 16 Calculating with or without calculators50 Visualising60 Sketching/drawing

FiveAgatha

6 5 Interpreting the meaning of … illustrations

26 Explaining to others31 Interrelating … ideas43 Analysing44 Synthesising46 Creating/composing/devising50 Visualising

7

SixEngineer

8 16 Calculating with or without calculators36 Applying strategies to trial and test ideas and procedures38 Generalising from information46 Creating/composing/devising48 Justifying

9

SevenAnt wall

10 6 Interpreting the meaning of … maps …7 Translating from one form to another

17 Estimating numerical magnitude29 Comparing, contrasting45 Evaluating

11

EightLiar

12 10 Using vocabulary appropriate to a context29 Comparing, contrasting32 Deducing33 Reaching a conclusion which is consistent with a given set of assumptions42 Criticising48 Justifying52 Searching and locating … information

13

14

NineTaking off

15 15 Graphing16 Calculating with or without calculators17 Estimating numerical magnitude18 Approximating a numerical value22 Structuring … a mathematical argument44 Synthesising48 Justifying

16

13Queensland Curriculum & Assessment Authority |

14

Unit OneThe item in this unit is about how a partly-filled glass of water is described by a person and what that says about their attitude to life.

The following table shows the percentage of responses awarded the various grades for the item in this unit.

Item 1

Commentary

Item 1 is a two-star item that tested achievement in CCEs 28 Empathising and 4 Interpreting the meaning of words.

The item required students to consider five words that can be used for people with various perspectives on life. Next to each word are letters A–E. Students were required to match each word to the best associated comment, regarding the glass of water, by writing the appropriate letter in the box provided.

The cue directed students to use each letter once only.

An A-grade response needed to show the five correct matches.

Students should remember to follow cues carefully. Some students used the first letter of the words provided or used a letter more than once which impacted on their ability to achieve the highest grade. Particularly in closed items such as this one, students are encouraged not to leave blanks.

Model response

A B C D E N O

Item 1 58.8 21.1 17 2.8 0.3

A shaded box indicates that the grade was not available for that item.

A B C N O

100%

The glass is half empty.

Break the glass.

The glass should be full.

The glass is half full.

The glass is too big.

A.

B.

C.

D.

E.

OPTIMIST

IDEALIST

ANARCHIST

PRAGMATIST

PESSIMIST

E

C

A

B

D


PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 1

of 3

UN

IT O

NE

ITEM

1

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

28E

mpa

this

ing

4In

terp

retin

g th

e m

eani

ng o

f wor

ds �

C

The

res

pons

e sh

ows o

ne c

orre

ct m

atch

.

A

The

res

pons

e sh

ows t

he fi

ve c

orre

ct m

atch

es.

E C B A D

B

The

res

pons

e sh

ows t

hree

cor

rect

mat

ches

.

Not

e:1.

In th

e ca

se o

f

�ot

her

lett

ers h

avin

g be

en u

sed

�an

y le

tter

hav

ing

bein

g us

ed m

ore

than

onc

e

�lin

es h

avin

g be

ing

used

rat

her

than

lette

rs

�bo

th li

nes a

nd le

tter

s hav

ing

bein

g us

ed,

grad

e th

e re

spon

se o

n th

e ba

sis o

f the

num

ber

of m

atch

es a

ccor

ding

to th

e m

arki

ng sc

hem

e.

Mod

el R

espo

nse:

Th

e g

lass

is

hal

f em

pty

.

Bre

ak t

he

gla

ss.

Th

e g

lass

sh

ou

ld b

e fu

ll.

Th

e g

lass

is

hal

f fu

ll.

Th

e g

lass

is

too

big

.

A.

B.

C.

D.

E.

OP

TIM

IST

IDE

AL

IST

AN

AR

CH

IST

PR

AG

MA

TIS

T

PE

SS

IMIS

T

E C AB D


16

Unit TwoThe items in this unit are based on information about using diagrams to indicate the splitting of a given group into sub-groups.

The following table shows the percentage of responses awarded the various grades for the items in this unit.

Item 2

Commentary

Item 2 is a three-star item that tested achievement in CCEs 29 Comparing, contrasting and 6 Interpreting the meaning of diagrams.

A diagrammatic method of representing a group of people with sub-groups based on various attributes was presented. The example given considered whether people were under 14 years of age or aged 14 years and over and whether or not they owned an iPod. The same group of people was further subdivided according to whether they liked or did not like music and the diagram was adjusted to show this.

The item comprised two parts. In the first part students were required to provide a succinct definition of the people in the cell marked as x. In the second part, students had to compare the characteristics of the people in the cells marked as y and z and say in what ways they differed and how they were similar.

A cue for the second part instructed students to give details.

An A-grade response needed to provide the three required attributes for part I and correctly explain the shared attribute and the two different attributes for part II. The six points needed to be correct and complete with no incorrect or extraneous information included.

Students should remember that where the stimulus explains a new concept and gives examples/models to aid in comprehension they should spend time interrogating the examples/models and any given information to gain a full understanding before responding to the items.

Model response

A B C D E N O

Item 2 32.9 43.6 13.3 7.6 1.5 1.1

Item 3 7.2 30.9 39.3 13.5 6.7 2.4


A B C N O

100%

D

Do not own an iPod, aged under 14, like music.

Group y members own an iPod and are aged under 14 while

group z do not own an iPod and are aged 14 and over.

Those in groups y and z are similar in their dislike of music.


PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 1

of 3

UN

IT T

WO

ITEM

2

C

The

res

pons

e sa

tisfie

s FO

UR

of t

he

follo

win

g po

ints

.

For

part

Ipr

ovid

es

�do

es n

ot o

wn

an iP

od�

aged

und

er 1

4�

likes

mus

ic.

For

part

II

clea

rly

iden

tifie

s tha

t the

gro

ups a

re

�di

ffere

nt �

gro

up y

ow

n an

iPod

bu

t gro

up z

do n

ot o

wn

an iP

od�

diffe

rent

� g

roup

y a

re a

ged

unde

r 14

bu

t gro

up z

are a

ged

14 a

nd o

ver /

ove

r 14

�si

mila

r �

gro

up y

do

not l

ike

mus

ican

d gr

oup

z do

not l

ike

mus

ic.

No

inco

rrec

t inf

orm

atio

n is

incl

uded

in th

e cr

edita

ble

poin

ts.

A

The

res

pons

e sa

tisfie

s all

SIX

of t

he

follo

win

g po

ints

.

For

part

Ipr

ovid

es

�do

es n

ot o

wn

an iP

od�

aged

und

er 1

4�

likes

mus

ic.

For

part

II

clea

rly

iden

tifie

s tha

t the

gro

ups a

re

�di

ffer

ent �

gro

up y

ow

n an

iPod

bu

t gro

up z

do n

ot o

wn

an iP

od�

diff

eren

t � g

roup

y a

re a

ged

unde

r 14

bu

t gro

up z

are

aged

14

and

over

�si

mila

r �

gro

up y

do

not l

ike

mus

ican

d gr

oup

z do

not l

ike

mus

ic.

No

inco

rrec

t or

extr

aneo

us in

form

atio

n is

in

clud

ed.

B

The

resp

onse

satis

fies F

IVE

of t

he fo

llow

ing

poin

ts.

For

part

Ipr

ovid

es

�do

es n

ot o

wn

an iP

od�

aged

und

er 1

4�

likes

mus

ic.

For

part

II

clea

rly

iden

tifie

s tha

t the

gro

ups a

re

�di

ffere

nt �

gro

up y

ow

n an

iPod

bu

t gro

up z

do n

ot o

wn

an iP

od�

diffe

rent

� g

roup

y a

re a

ged

unde

r 14

bu

t gro

up z

are a

ged

14 a

nd o

ver /

ove

r 14

�si

mila

r �

gro

up y

do

not l

ike

mus

ican

d gr

oup

z do

not l

ike

mus

ic.

No

inco

rrec

t inf

orm

atio

n is

incl

uded

in th

e cr

edita

ble

poin

ts.

D

The

resp

onse

satis

fies T

WO

of t

he fo

llow

ing

poin

ts.

For

part

Ipr

ovid

es

�do

es n

ot o

wn

an iP

od�

aged

und

er 1

4�

likes

mus

ic.

No

inco

rrec

t inf

orm

atio

n is

incl

uded

in th

e cr

edita

ble

poin

ts.

The

resp

onse

satis

fies O

NE

of t

he fo

llow

ing

poin

ts.

For

part

II

clea

rly

iden

tifie

s tha

t the

gro

ups a

re

�di

ffer

ent �

gro

up y

ow

n an

iPod

bu

t gro

up z

do n

ot o

wn

an iP

od�

diff

eren

t � g

roup

y a

re a

ged

unde

r 14

bu

t gro

up z

are a

ged

14 a

nd o

ver /

ove

r 14

�si

mila

r �

gro

up y

do

not l

ike

mus

ican

d gr

oup

z do

not l

ike

mus

ic.

No

inco

rrec

t inf

orm

atio

n is

incl

uded

in th

e cr

edita

ble

poin

t.

OR

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

29C

ompa

ring

, con

tras

ting

6In

terp

retin

g th

e m

eani

ng o

f � d

iagr

ams �

Not

es:

1.Fo

r al

l gra

des a

ccep

t iP*

d as

iPod

rega

rdle

ss o

f the

lette

r in

the

* po

sitio

n.

2.W

ithin

a r

espo

nse,

a p

oint

can

not g

ain

cred

it if

who

le o

r pa

rt o

f the

poi

nt

is o

mitt

ed o

r w

hole

or

part

of t

he p

oint

is in

corr

ect.

3.Fo

r th

e B

-, C

- and

D-g

rade

s �do

not

list

en to

mus

ic� i

s acc

epta

ble

for

�do

not l

ike

mus

ic�.

Sim

ilarl

y, �l

iste

n to

mus

ic� i

s acc

epta

ble

for

�like

mus

ic�.

4.E

xtra

neou

s inf

orm

atio

n is

una

ccep

tabl

e at

the

A-g

rade

. Ext

rane

ous

info

rmat

ion

attr

ibut

es a

cha

ract

eris

tic th

at is

not

iden

tifia

ble

from

the

diag

ram

. Thi

s app

lies t

o bo

th p

arts

I an

d II

. An

exam

ple

of e

xtra

neou

s in

form

atio

n is

�onl

y ge

eky

guys

ow

n an

iPod

so g

roup

x a

re g

eeky

mal

es�.

Mod

el R

espo

nse:

Part

I.

Do

not o

wn

an iP

od, a

ged

unde

r 14

, lik

e m

usic

.

Part

II.

Gro

up y

mem

bers

ow

n an

iPod

and

are

age

d un

der

14

whi

le g

roup

z do

not

ow

n an

iPod

and

are

age

d 14

and

ove

r.

Tho

se in

gro

ups y

and

z ar

e sim

ilar i

n th

eir d

islik

e of m

usic

.


18

Item 3

Commentary

Item 3 is a three-star item that tested achievement in CCEs 44 Synthesising and 30 Classifying.

The stimulus material provided a rectangular grid representing the whole numbers from 1 to 99. Five sub-groups were specified in the legend and labelled on the diagram. The stimulus explained that for each specified sub-group there was an opposite sub-group that had to be inferred. For example the cells labelled ‘odd numbers’ left other cells unlabelled and so by inference these contained even numbers.

The item comprised four parts. An A-grade response needed to provide correct answers to all four parts. Part I could not include incorrect surplus information and part III could provide only one number.

Students should remember not to add non-required information. Examples particular to this item are: giving incorrect surplus information for part I such as ‘half are odd numbers and half are even numbers’ when in fact the distribution of odd and even numbers in the shaded cells is not half and half; providing all six possible answers for part III when the requirement was for an example of a number.

Model response

A B C N O

100%

D

60

w

less than 50, divisible by 3, does not contain 7

97


PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 2

of 3

UN

IT T

WO

ITEM

3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

44Sy

nthe

sisi

ng30

Cla

ssify

ing

C

The

res

pons

e pr

ovid

es c

orre

ct a

nsw

ers t

o T

WO

par

ts:

I.le

ss th

an 5

0,

divi

sibl

e by

3,

does

not

con

tain

7

II.

�60�

cor

rect

ly p

ositi

oned

in th

e di

agra

m

III.

one

of 6

7, 7

1, 7

3, 7

7, 7

9, 9

7

IV.�

w� c

orre

ctly

pos

ition

ed in

the

diag

ram

.

A

The

res

pons

e pr

ovid

es c

orre

ct a

nsw

ers t

o al

l FO

UR

par

ts:

I.le

ss th

an 5

0,

divi

sibl

e by

3,

does

not

con

tain

7

(no

inco

rrec

t sur

plus

info

rmat

ion

is

incl

uded

)

II.

�60�

cor

rect

ly p

ositi

oned

in th

e di

agra

m

III.

only

one

of

67,

71,

73,

77,

79,

97

IV.�

w� c

orre

ctly

pos

ition

ed in

the

diag

ram

.

B

The

res

pons

e pr

ovid

es c

orre

ct a

nsw

ers t

o al

l FO

UR

par

ts:

I.le

ss th

an 5

0,

divi

sibl

e by

3,

does

not

con

tain

7

(no

inco

rrec

t sur

plus

info

rmat

ion

is

incl

uded

)

II.

�60�

cor

rect

ly p

ositi

oned

in th

e di

agra

m

III.

one

of 6

7, 7

1, 7

3, 7

7, 7

9, 9

7

IV.�

w� c

orre

ctly

pos

ition

ed in

the

diag

ram

.

D

The

resp

onse

pro

vide

s the

corr

ect a

nsw

er to

O

NE

par

t:

I.le

ss th

an 5

0,

divi

sibl

e by

3,

does

not

con

tain

7

II.

�60�

cor

rect

ly p

ositi

oned

in th

e di

agra

m

III.

one

of 6

7, 7

1, 7

3, 7

7, 7

9, 9

7

IV.�

w� c

orre

ctly

pos

ition

ed in

the

diag

ram

.

Mod

el R

espo

nse:

part

I �

less

than

50,

div

isib

le b

y 3,

doe

s not

con

tain

7pa

rt II

� o

n di

agra

mpa

rt II

I � 9

7pa

rt IV

� o

n di

agra

m

A

B

v

C

D

EE

w

60

Not

es:

1.Fo

r pa

rt I,

resp

onse

s MU

ST in

clud

e A

LL

thre

e st

atem

ents

. Fai

lure

to h

ave

all t

hree

mea

ns th

is p

art i

s no

t cre

dita

ble.

2.If

ther

e is

surp

lus i

nfor

mat

ion

prov

ided

in p

art I

, det

erm

ine

whe

ther

the

info

rmat

ion

is c

orre

ct o

r in

corr

ect i

n co

nsid

erin

g th

e A

- and

B-g

rade

s. T

here

are

add

ition

al st

atem

ents

stud

ents

MAY

incl

ude

in p

art I

� st

atem

ents

that

are

cor

rect

but

do

not d

efin

e.E

xam

ples

of C

OR

RE

CT

stat

emen

ts a

re: �

num

bers

can

be

both

eve

n an

d od

d� o

r �n

umbe

rs m

ay o

r m

ay n

ot b

e di

visi

ble

by 5

�. E

xam

ples

of I

NC

OR

RE

CT

stat

emen

ts a

re: �

half

of th

e nu

mbe

rs a

re o

dd a

nd h

alf e

ven�

or

�tw

o of

th

em a

re d

ivis

ible

by

5�.

3.If

ther

e ar

e m

ultip

le e

ntri

es fo

r pa

rt II

or

for

part

IV, t

hat p

art d

oes n

ot g

ain

cred

it.

4.If

ther

e ar

e m

ultip

le e

ntri

es fo

r pa

rt II

I, th

at p

art w

ill n

ot g

ain

cred

it to

war

ds a

n A

-gra

de; c

onsi

der

the

first

ent

ry o

nly

to d

eter

min

e w

heth

er th

e pa

rt m

ay c

ontr

ibut

e to

the

awar

d of

a B

-, C

- or

D-g

rade

.

5.C

ell w

is a

nul

l set

.


20

Unit ThreeThe item in this unit is based on a poem titled The Diviner which describes a water diviner going about the business of finding water without using any scientific apparatus.


Item 4

Commentary

Item 4 is a three-star item that tested achievement in CCEs 43 Analysing and 26 Explaining to others.

The item required students to investigate the poet’s use of language to establish the sense that the water diviner has mastery over his craft. Students were required to cite a specific instance of this deliberate use of language from each stanza and make clear how this sense of mastery is established. At all creditable grades the response needed to be consistent with a reasonable reading of the poem.

An A-grade response needed to be consistent with a reasonable reading of the poem; cite three instances (one from each stanza) and explain how the use of language in each instance clearly established the diviner’s mastery over his craft.

The majority of responses cited three relevant instances of the deliberate selection of language. However some did not provide a clear explanation of how the language establishes the diviner’s mastery.

Students should remember to unpack all aspects of the stem and ensure that they address each and every aspect, e.g. citing a deliberate use of language and then making clear how this establishes the idea of mastery over his craft.

A B C D E N O

Item 4 3.3 17.1 47 13.8 12.9 5.9


A B C N O

100%

D


Model response

In stanza one ‘nervous, but professionally’ says that, despite the pressure of being

watched, the diviner remains composed and focused on doing his job. His nervousness

shows he is psyched up, a bit like a professional before a performance.

The diviner is a master at his job, expertly working under pressure even when nervous.

The second stanza features the words, ‘suddenly broadcasting through a green aerial

its secret stations’. The use of the word ‘secret’ makes it seem that the water diviner

is privy to something that others are not. He is unique.

In stanza three ‘the hazel stirred’ refers to the diviner’s tool, basically a dead stick.

Stirred is often used to describe a person waking up. Here ‘stirred’ tells us that this

simple tool becomes alive even when not in direct contact with the diviner’s hands.

Describing a simple dead stick as stirring and turning it into a useful living tool adds to

the idea that the diviner has power and mastery over his craft.


22

UN

IT T

HR

EEIT

EM 4

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 3

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

26E

xpla

inin

g to

oth

ers

C

The

resp

onse

is co

nsis

tent

with

a re

ason

able

re

adin

g of

the

poem

and

�ci

tes O

NE

inst

ance

�ex

plai

ns h

ow th

e us

e of

lang

uage

in th

is

inst

ance

cle

arly

est

ablis

hes t

he d

ivin

er�s

m

aste

ry o

ver

his c

raft

.

The

resp

onse

is co

nsis

tent

with

a re

ason

able

re

adin

g of

the

poem

and

�pr

ovid

es T

WO

exa

mpl

es o

f rel

evan

t ph

rase

s/wor

ds fr

om d

iffer

ent s

tanz

as�

for

each

exa

mpl

e, g

ives

an

acco

unt t

hat

poin

ts to

the

divi

ner�

s mas

tery

ove

r hi

s cr

aft.

OR

A

The

resp

onse

is co

nsis

tent

with

a re

ason

able

re

adin

g of

the

poem

and

�

cite

s TH

RE

E in

stan

ces w

ith o

ne fr

om

each

stan

za�

expl

ains

how

the

use

of la

ngua

ge in

eac

h in

stan

ce c

lear

ly e

stab

lishe

s the

div

iner

�s

mas

tery

ove

r hi

s cra

ft.

B

The

resp

onse

is co

nsis

tent

with

a re

ason

able

re

adin

g of

the

poem

and

�

cite

s TW

O in

stan

ces e

ach

from

a

diff

eren

t sta

nza

�ex

plai

ns h

ow th

e us

e of

lang

uage

in e

ach

inst

ance

cle

arly

est

ablis

hes t

he d

ivin

er�s

m

aste

ry o

ver

his c

raft

.

D

The

resp

onse

is co

nsis

tent

with

a re

ason

able

re

adin

g of

the

poem

and

�pr

ovid

es O

NE

exa

mpl

e of

a r

elev

ant

phra

se/w

ords

from

the

poem

�fo

r th

is e

xam

ple,

giv

es a

n ac

coun

t tha

t po

ints

to th

e di

vine

r�s m

aste

ry o

ver

his

craf

t.

Not

es:

1.T

he st

anza

s fro

m w

hich

inst

ance

s/ex

ampl

es a

re c

ited

do n

ot n

eed

to b

e st

ated

.

2.T

he u

se o

f �bu

t pro

fess

iona

lly ..

. Unf

usse

d.� c

an b

e at

trib

uted

to

EIT

HER

stan

za 1

OR

stan

za 2

but

not

to b

oth.

Ano

ther

exa

mpl

e fr

om

eith

er st

anza

1 o

r st

anza

2 m

ust t

hen

be u

sed.

The

thir

d ex

ampl

e m

ust

com

e fr

om st

anza

3.

Mod

el R

espo

nse:

In st

anza

one

�ner

vous

, but

pro

fess

iona

lly� s

ays t

hat,

desp

ite th

e pr

essu

re o

f bei

ng w

atch

ed, t

he d

ivin

er

rem

ains

com

pose

d an

d fo

cuse

d on

doi

ng h

is jo

b. H

is n

ervo

usne

ss sh

ows h

e is

psy

ched

up,

a b

it lik

e a

prof

essi

onal

bef

ore a

per

form

ance

. The

div

iner

is a

mas

ter a

t his

job,

expe

rtly

wor

king

und

er p

ress

ure e

ven

whe

n ne

rvou

s. T

he se

cond

stan

za fe

atur

es th

e w

ords

, �su

dden

ly b

road

cast

ing

thro

ugh

a gr

een

aeri

al it

s sec

ret s

tatio

ns�.

The

use

of t

he w

ord

�sec

ret�

mak

es it

seem

that

the

wat

er d

ivin

er is

pri

vy to

som

ethi

ng th

at o

ther

s are

not

. H

e is

uni

que.

In

stan

za th

ree �

the

haze

l stir

red�

ref

ers t

o th

e di

vine

r�s t

ool,

basi

cally

a d

ead

stic

k. S

tirre

d is

oft

en u

sed

to

desc

ribe

a p

erso

n w

akin

g up

. Her

e �s

tirre

d� te

lls u

s tha

t thi

s sim

ple

tool

bec

omes

aliv

e ev

en w

hen

not i

n di

rect

con

tact

with

the

divi

ner�

s han

ds. D

escr

ibin

g a

sim

ple

dead

stic

k as

stir

ring

and

turn

ing

it in

to a

us

eful

livi

ng to

ol a

dds t

o th

e id

ea th

at th

e di

vine

r ha

s pow

er a

nd m

aste

ry o

ver

his c

raft

.

Las

t Pag

e C

ount


Unit FourThe item in this unit is based on information about the highway between Meekatharra and Newman in Western Australia.


Item 5

Commentary

Item 5 is a three-star item that tested achievement in CCEs 50 Visualising, 60 Sketching/drawing and 16 Calculating with or without calculators.

The item comprised two parts. In part I, students were required to draw a simple sketch or mud-map of a section of highway between the towns Meekatharra and Newman. They needed to draw two side roads which meet this highway, label their destinations and then indicate, with a cross, the location of a given sign. Part II of the item required students to complete a blank sign as it would appear to a person turning onto the highway from the intersection that did not have the given sign at it. The map did not need to be drawn to scale.

An A-grade response needed to provide a diagram which correctly showed the six pieces of data described in the stimulus material and correctly complete the blank sign. All creditable grades required the representation of the highway on the diagram to be oriented in a north-south direction.

Some responses indicated that locating east to show the side road that ‘comes in from the east’ caused some difficulty. A good many students, incorrectly, placed a cross at both intersections. This was presumably a result of misreading ‘this sign’s position’ as ‘signs’.

Students should be instructed to read the stem carefully and not to do more than what is required, e.g. only one sign’s position was to be marked on the diagram not the positions of two signs as some responses showed. Where more than one response or part of a response is provided and it is not clear which is to be marked or which is the first response, credit cannot be given.

A B C D E N O

Item 5 41.5 15 19 5 16.4 3.2


A B C D N O

100%


24

Model response


PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 1

of 5

UN

IT F

OU

RIT

EM 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

50V

isua

lisin

g60

Sket

chin

g/dr

awin

g16

Cal

cula

ting

with

or

with

out c

alcu

lato

rs

C

The

res

pons

e

for

part

Ish

ows a

dia

gram

on

whi

ch th

e hi

ghw

ay is

or

ient

ed c

orre

ctly

and

�tw

o si

de r

oads

and

no

othe

r ro

ads a

re

show

n�

one

side

roa

d is

mar

ked

Plut

onic

Air

port

�on

e si

de r

oad

is m

arke

d Pe

ak H

ill.

The

res

pons

e

for

part

IIpr

ovid

es a

sign

whi

ch sh

ows

�M

eeka

thar

ra o

n th

e le

ft an

d N

ewm

an o

n th

e ri

ght

�18

1 on

the

left

and

241

on

the

righ

t.

OR

A

The

res

pons

e

for

part

Ish

ows a

dia

gram

on

whi

ch th

e hi

ghw

ay is

or

ient

ed c

orre

ctly

and

�M

eeka

thar

ra a

nd N

ewm

an a

re m

arke

d co

rrec

tly�

two

side

roa

ds a

nd n

o ot

her

road

s are

sh

own

�on

e si

de ro

ad is

show

n on

the

righ

t of t

he

high

way

and

is m

arke

d Pl

uton

ic A

irpo

rt�

one

side

roa

d is

show

n on

the

left

of t

he

high

way

and

is m

arke

d Pe

ak H

ill�

the

Plut

onic

Air

port

roa

d is

pos

ition

ed

low

er th

an th

e ot

her

side

roa

d�

the

sign

is po

sitio

ned

corr

ectly

AND

for

part

IIpr

ovid

es a

sign

whi

ch sh

ows

�M

eeka

thar

ra o

n th

e le

ft an

d N

ewm

an o

n th

e ri

ght

�18

1 on

the

left

and

241

on

the

righ

t.

B

The

res

pons

e

for

part

Ish

ows a

dia

gram

on

whi

ch th

e hi

ghw

ay is

or

ient

ed c

orre

ctly

and

pro

vide

s FIV

E of

�M

eeka

thar

ra a

nd N

ewm

an a

re m

arke

d co

rrec

tly�

two

side

roa

ds a

nd n

o ot

her

road

s are

sh

own

�on

e si

de ro

ad is

show

n on

the

righ

t of t

he

high

way

and

is m

arke

d Pl

uton

ic A

irpo

rt�

one

side

roa

d is

show

n on

the

left

of t

he

high

way

and

is m

arke

d Pe

ak H

ill�

the

Plut

onic

Air

port

roa

d is

pos

ition

ed

low

er th

an th

e ot

her

side

roa

d�

the

sign

is p

ositi

oned

con

sist

ent w

ith th

e re

st o

f the

dia

gram

AND

for

part

IIpr

ovid

es a

sign

whi

ch sh

ows

�M

eeka

thar

ra a

nd N

ewm

an c

onsis

tent

w

ith th

e di

agra

m in

par

t I.

D

The

res

pons

e

for

part

Ish

ows a

dia

gram

on

whi

ch th

e hi

ghw

ay is

or

ient

ed c

orre

ctly

and

pro

vide

s ON

E o

f

�on

ly tw

o si

de r

oads

are

show

n�

a si

de r

oad

is m

arke

d Pl

uton

ic A

irpo

rt

�a

side

roa

d is

mar

ked

Peak

Hill

.

Not

es:

1.T

he h

ighw

ay is

ori

ente

d co

rrec

tly if

it is

run

ning

bas

ical

ly n

orth

-sou

th.

2.In

the

abse

nce

of a

labe

lled

high

way

, the

hig

hway

goe

s bet

wee

n M

eeka

thar

ra a

nd N

ewm

an.

3.M

eeka

thar

ra a

nd N

ewm

an a

re m

arke

d co

rrec

tly if

Mee

kath

arra

is sh

own

belo

w N

ewm

an o

n th

e hi

ghw

ay.

4.Si

de r

oads

are

roa

ds th

at m

eet t

he h

ighw

ay b

ut d

o no

t cro

ss th

e hi

ghw

ay.

5.W

here

a n

ame

or si

gn is

mar

ked

in m

ore

than

one

pos

ition

, non

e ca

n ga

in c

redi

t.

6.Fo

r th

e B

-gra

de

�if

Mee

kath

arra

and

/or

New

man

are

not

mar

ked,

then

trea

t the

res

pons

e as

hav

ing

them

in th

e co

rrec

t pos

ition

/s fo

r th

e re

mai

ning

dot

poi

nts

�if

the

posi

tion

of th

e si

gn in

par

t I is

om

itted

or

is a

t bot

h si

de r

oads

, the

n tr

eat t

he

resp

onse

as h

avin

g it

in th

e co

rrec

t pos

ition

whe

n m

arki

ng p

art I

I.


26

Mar

king

Sch

eme

UN

IT F

OU

RIT

EM 5

Mar

king

Uni

t 4 2

of 5

Mod

el R

espo

nse:

18

1M

ee

ka

th

ar

ra

Ne

wm

an

24

1

I.II

.

no

t t

o s

ca

leN

Ne

wm

an

Pe

ak

Hil

l

Plu

to

nic

Air

po

rt

Me

ek

at

ha

rra

X


Unit FiveThe items of this unit are based on two pages from a comic book version of a novel set in Paris in 1928.


Item 6

Commentary

Item 6 is a four-star item that tested achievement in CCEs 43 Analysing, 31 Interrelating ideas, 5 Interpreting the meaning of illustrations and 26 Explaining to others.

The item required students to describe the atmosphere created across the two pages of the comic book and discuss how this atmosphere was developed and conveyed.

The cue instructed students to refer to features such as characters, setting and lighting.

An A-grade response needed to identify an atmosphere, explain how two observable features within the panels conveyed this atmosphere and to reveal how a feature in the final panel contributed to the atmosphere.

Some responses merely explained the progress of the story across the panels instead of explaining how the atmosphere is conveyed. This was not what the stem required.

Students should remember to consider all the stimulus provided and to give clear and detailed explanations. An error sometimes made is that only cursory links or references are provided which do not give enough information and depend on the reader to infer meaning. Identifying specific details of features (e.g. dim, yellow lighting) rather than just the feature itself (lighting) can help with a detailed explanation.

A B C D E N O

Item 6 8.8 28.8 28.1 22.7 8.4 1.5 1.7

Item 7 21.8 24.8 41 5.4 1.5 5.5


A B C D N O

100%

E


28

Model response

There is a tangible sense of fear and foreboding across the comic panels.

The night time se�ing, derelict buildings, shadowy �gures and dim lighting

adds to this atmosphere. The �rst panel establishes the cold, alienating street scene. It is

clear this is not a place where you would feel safe at night. The street lights, lit windows and

car headlights offer some comfort from the darkness but this does nothing to ease the

atmosphere of fear and foreboding when the shadowed �gure in panels 2, 3, 5 is seen

following the �rst man. The cloaked man’s mysterious presence, furtive actions and concealed

appearance all contribute to this tension as we sense his motivations are sinister. The

organisation of the panels and the artist’s ability to conceal elements (faces) and reveal

details (mist in panel 3, cracked walls in all panels) adds to the fear, as a clear picture of what

is going on or about to happen isn’t apparent. The relief as the pursued man �nds safety in the

building is temporary as panel 6 reveals the masked man staring up at the window. The sharp,

skeleton-like features of the mask and even the shirt adds fear as they look sinister and also

conceal the character’s face and identity. This causes suspicion in the viewer about the

masked man. We can assume by all these elements that the masked man is intent on

something untoward in the room above the cold, dark, disquieting street.


UN

IT F

IVE

ITEM

6

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 2

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

31In

terr

elat

ing

idea

s �

5In

terp

retin

g th

e m

eani

ng o

f � il

lust

ratio

ns26

Exp

lain

ing

to o

ther

s

C

The

res

pons

e

�id

entif

ies a

n at

mos

pher

e �

links

TW

O o

bser

vabl

e fe

atur

es

with

in th

e pa

nels

to th

is

atm

osph

ere

�in

add

ition

, als

o re

fers

to a

fe

atur

e in

the

final

pan

el th

at

cont

ribu

tes t

o th

is a

tmos

pher

e.

A

The

res

pons

e

�id

entif

ies a

n at

mos

pher

e �

expl

ains

how

TW

O o

bser

vabl

e fe

atur

es w

ithin

the

pane

ls

conv

ey th

is a

tmos

pher

e �

in a

dditi

on, a

lso

reve

als h

ow a

fe

atur

e in

the

final

pan

el

cont

ribu

tes t

o th

is a

tmos

pher

e.

B

The

res

pons

e

�id

entif

ies a

n at

mos

pher

e �

expl

ains

how

ON

E o

bser

vabl

e fe

atur

e w

ithin

the

pane

ls

conv

eys t

his a

tmos

pher

e �

in a

dditi

on, a

lso

refe

rs to

a

feat

ure

in th

e fin

al p

anel

that

co

ntri

bute

s to

this

atm

osph

ere.

D

The

res

pons

e

�id

entif

ies a

n at

mos

pher

e �

links

TW

O o

bser

vabl

e fe

atur

es

with

in th

e pa

nels

to th

is

atm

osph

ere.

E

The

res

pons

e in

clud

es

�a

wor

d or

phr

ase

that

is

indi

cativ

e of

an

atm

osph

ere

�a

link

betw

een

an o

bser

vabl

e fe

atur

e w

ithin

the

pane

ls a

nd

this

indi

cativ

e w

ord

or p

hras

e.

Not

es:

1.A

tmos

pher

e re

fers

to th

e m

ood,

tone

or

feel

ing.

2.M

ore

than

one

atm

osph

ere

may

be

iden

tifie

d in

a

cred

itabl

e re

spon

se a

s lon

g as

ther

e is

no

cont

radi

ctio

n.

Exa

mpl

es o

f con

trad

ictio

n in

clud

e ro

man

tic a

nd sc

ary,

fo

rebo

ding

and

hap

py�

Mod

el R

espo

nse:

The

re is

a ta

ngib

le se

nse

of fe

ar a

nd fo

rebo

ding

acr

oss t

he c

omic

pan

els.

The

nig

ht ti

me

sett

ing,

de

relic

t bui

ldin

gs, s

hado

wy

figur

es a

nd d

im li

ghtin

g ad

ds to

this

atm

osph

ere.

The

firs

t pan

el

esta

blish

es th

e co

ld, a

liena

ting

stre

et sc

ene.

It is

cle

ar th

is is

not a

pla

ce w

here

you

wou

ld fe

el sa

fe

at n

ight

. The

stre

et li

ghts

, lit

win

dow

s and

car

hea

dlig

hts o

ffer

som

e co

mfo

rt fr

om th

e da

rkne

ss

but t

his d

oes n

othi

ng to

eas

e th

e at

mos

pher

e of

fear

and

fore

bodi

ng w

hen

the

shad

owed

figu

re in

pa

nels

2, 3

, 5 is

seen

follo

win

g th

e fir

st m

an. T

he c

loak

ed m

an�s

mys

teri

ous p

rese

nce,

furt

ive

actio

ns a

nd c

once

aled

app

eara

nce

all c

ontr

ibut

e to

this

tens

ion

as w

e se

nse

his m

otiv

atio

ns a

re

sini

ster

. The

org

anis

atio

n of

the

pane

ls a

nd th

e ar

tist�s

abi

lity

to c

once

al e

lem

ents

(fac

es) a

nd

reve

al d

etai

ls (m

ist i

n pa

nel 3

, cra

cked

wal

ls in

all

pane

ls) a

dds t

o th

e fe

ar, a

s a c

lear

pic

ture

of

wha

t is g

oing

on

or a

bout

to h

appe

n is

n�t a

ppar

ent.

The

rel

ief a

s the

pur

sued

man

find

s saf

ety

in

the

build

ing

is te

mpo

rary

as p

anel

6 re

veal

s the

mas

ked

man

star

ing

up a

t the

win

dow

. The

shar

p,

skel

eton

-like

feat

ures

of t

he m

ask

and

even

the

shir

t add

s fea

r as

they

look

sini

ster

and

als

o co

ncea

l the

cha

ract

er�s

face

and

iden

tity.

Thi

s cau

ses s

uspi

cion

in th

e vi

ewer

abo

ut th

e m

aske

d m

an. W

e ca

n as

sum

e by

all

thes

e el

emen

ts th

at th

e m

aske

d m

an is

inte

nt o

n so

met

hing

unt

owar

d in

the

room

abo

ve th

e co

ld, d

ark,

dis

quie

ting

stre

et.


30

Item 7

Commentary

Item 7 is a three-star item that tested achievement in CCEs 44 Synthesising, 50 Visualising and 46 Creating, composing, devising.

The item required students to imagine and then to explain what they would draw in the newly created panel 7 of the comic book.

Students were told the new panel had to be in keeping with the panels already presented and progress the story without introducing new characters. They had to explain what they would draw and why, with respect to consistency of style, what

the established characters are doing and where they are.

An A-grade response needed to give a detailed description of what is to be drawn that is supported by an explanation. The explanation and description of the new single panel had to progress the story logically, introduce no new characters, use a setting that connected to the previous panels, account for both characters and consider how lighting is to be used. The response had to be consistent with the existing panels.

Some responses did not provide enough explanation or detail for the description of the drawing to be envisaged or understood. Responses that did not say how lighting was to be used in the new panel did not account for consistency of style (panels 1–6 each used yellow lighting) and so did not fully attend to the task.

Students should remember to follow all instructions in the stem carefully and use available planning space to help formulate their response.

Model response

A B C N O

100%

D

The drawing would be of the same apartment at night, still seen from the outside but

with the apartment window as the main feature in the new panel. The window would have

the yellow light spilling out of it to show, as do the previous panels, comfort and warmth.

In the bo�om right corner of the window the face of the man from panel 2 would be

looking out down to the street as he knew he was being followed but now looks out as he

feels safe inside. On the bo�om right of the new panel the cloaked and masked man is

seen walking away with only his back shown as he disappears into the gloomy night.

The masked man knows it is a waste of time to continue to chase his victim who is now

safe inside his apartment.


UN

IT F

IVE

ITEM

7

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 3

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

44Sy

nthe

sisi

ng50

Vis

ualis

ing

46C

reat

ing

/com

posi

ng /

dev

isin

g

C

The

resp

onse

giv

es a

des

crip

tion

of w

hat i

s to

be

draw

n.

The

des

crip

tion

�pr

ogre

sses

the

stor

y lo

gica

lly�

uses

a se

ttin

g th

at c

onne

cts t

o th

e pr

evio

us p

anel

s�

acco

unts

for

one

char

acte

r.

A

The

resp

onse

giv

es a

det

aile

d de

scri

ptio

n of

w

hat i

s to

be d

raw

n th

at is

supp

orte

d by

an

expl

anat

ion.

It is

evi

dent

from

the

expl

anat

ion

and

the

desc

ript

ion

that

the

new

sing

le p

anel

to b

e dr

awn

�pr

ogre

sses

the

stor

y lo

gica

lly�

intr

oduc

es n

o ne

w c

hara

cter

s�

uses

a se

ttin

g th

at c

onne

cts t

o th

e pr

evio

us p

anel

s�

acco

unts

for

both

cha

ract

ers

�co

nsid

ers h

ow li

ghtin

g is

to b

e us

ed.

The

res

pons

e is

con

sist

ent w

ith th

e ex

istin

g co

mic

boo

k pa

nels

.

B

The

res

pons

e gi

ves a

des

crip

tion

of w

hat i

s to

be

draw

n th

at is

supp

orte

d by

an

expl

anat

ion.

It is

evi

dent

from

the

expl

anat

ion

and

the

desc

ript

ion

that

the

new

sing

le p

anel

to b

e dr

awn

�pr

ogre

sses

the

stor

y lo

gica

lly�

intr

oduc

es n

o ne

w c

hara

cter

s�

uses

a se

ttin

g th

at c

onne

cts t

o th

e pr

evio

us p

anel

s�

acco

unts

for

one

char

acte

r�

cons

ider

s how

ligh

ting

is to

be

used

.

The

res

pons

e is

con

sist

ent w

ith th

e ex

istin

g co

mic

boo

k pa

nels

.

The

res

pons

e gi

ves a

des

crip

tion

of w

hat i

s to

be

draw

n th

at is

supp

orte

d by

an

expl

anat

ion.

It is

evi

dent

from

the

expl

anat

ion

and

the

desc

ript

ion

that

the

new

sing

le p

anel

to b

e dr

awn

�pr

ogre

sses

the

stor

y lo

gica

lly�

intr

oduc

es n

o ne

w c

hara

cter

s�

uses

a se

ttin

g th

at c

onne

cts t

o th

e pr

evio

us p

anel

s�

acco

unts

for

both

cha

ract

ers.

The

res

pons

e is

con

sist

ent w

ith th

e ex

istin

g co

mic

boo

k pa

nels

.OR

D

The

wri

tten

res

pons

e an

d su

pple

men

tary

m

ater

ial

�pr

ogre

ss th

e st

ory

�in

clud

e fea

ture

s tha

t con

nect

to p

revi

ous

pane

ls�

acco

unt f

or o

ne c

hara

cter

.

Not

es:

1.To

acc

ount

for

a ch

arac

ter,

the

resp

onse

mus

t ind

icat

e w

hat t

he c

hara

cter

is

doin

g or

whe

re th

e ch

arac

ter

is p

ositi

oned

.

2.Ig

nore

mat

eria

l in

the

draf

t spa

ce a

t the

A-,

B- a

nd C

-gra

des.

At t

he D

-gra

de, t

reat

mat

eria

l in

the

draf

t spa

ce a

s sup

plem

enta

ry m

ater

ial.

Mod

el R

espo

nse:

The

draw

ing

wou

ld b

e of

the

sam

e ap

artm

ent a

t nig

ht, s

till s

een

from

the

outs

ide

but w

ith th

e ap

artm

ent w

indo

w a

s the

mai

n fe

atur

e in

the

new

pan

el. T

he w

indo

w

wou

ld h

ave

the

yello

w li

ght s

pilli

ng o

ut o

f it t

o sh

ow, a

s do

the

prev

ious

pan

els,

com

fort

and

war

mth

. In

the

bott

om r

ight

cor

ner

of th

e w

indo

w th

e fa

ce o

f the

man

fr

om p

anel

2 w

ould

be

look

ing

out d

own

to th

e st

reet

as h

e kn

ew h

e w

as b

eing

fo

llow

ed b

ut n

ow lo

oks o

ut a

s he

feel

s saf

e in

side

. On

the

bott

om r

ight

of t

he n

ew

pane

l the

clo

aked

and

mas

ked

man

is se

en w

alki

ng a

way

with

onl

y hi

s bac

k sh

own

as h

e di

sapp

ears

into

the

gloo

my

nigh

t. Th

e m

aske

d m

an k

now

s it i

s a w

aste

of t

ime

to c

ontin

ue to

cha

se h

is v

ictim

who

is n

ow sa

fe in

side

his

apa

rtm

ent.

Las

t Pag

e C

ount


32

Unit SixThe items in this unit are based on an adapted copy of an advertisement used by a recruitment office. The advertisement was for the recruitment of engineers.


Item 8

Commentary

Item 8 is a three-star item that tested achievement in CCEs 16 Calculating with or without calculators, 36 Applying strategies to trial and test ideas and procedures and 46 Creating/composing/devising.

The item comprised two parts. Part I of the item required students to calculate the first four terms of the expression given in the advertisement, resulting in the six-digit telephone number of the recruitment office.

Part II of the item required students to follow a set of guidelines to create a three-term expression that used whole numbers and had a value of 209871.

The cue instructed students not to use zero or one as either of the numbers.

An A-grade response needed to show the number 132901 for part I and provide an expression that correctly attended to each of the four guidelines for part II. There were a limited number of solutions to part II. These were based on the five factors of 52 (excluding 1). Their squares were the only numbers that could be correctly used beneath the square root sign. The use of addition (+) or subtraction (–) in the triangle determined the numbers able to be used in the rectangles.

Some responses to part I showed that there were errors with the calculation of the powers 213 and 143. Some responses could not gain credit for part II as incorrect expressions were formed because the concept of order of operations was not applied correctly.

Students should revise basic mathematical concepts such as order of operations and know when to apply the concepts. In preparation for the test, students should practice using the approved calculator they will use in the test. For example, knowing how to make use of the necessary functions (such as the power function in this particular item) on their calculator is essential.

A B C D E N O

Item 8 20.3 3 58.7 16 1.9

Item 9 25.2 52.7 9.6 4.9 7.7


A B C N O

100%


1 3 2 9 0 1

2 0 9 8 8 4 1 6


34

UN

IT S

IXIT

EM 8

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 6 1

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

36A

pply

ing

stra

tegi

es to

tria

l and

test

idea

s and

pro

cedu

res

46C

reat

ing/

com

posi

ng/d

evis

ing

C

The

res

pons

e

for

part

I

�sh

ows 1

3290

1.

A

The

res

pons

e

for

part

I

�sh

ows 1

3290

1

AND

for

part

II

�pr

ovid

es a

n ex

pres

sion

that

cor

rect

ly a

tten

ds to

eac

h of

th

e fo

ur g

uide

lines

.

B

The

res

pons

e

for

part

II

�pr

ovid

es a

n ex

pres

sion

that

cor

rect

ly a

tten

ds to

eac

h of

th

e fo

ur g

uide

lines

.

Not

es:

1.In

sum

mar

y, th

e gu

idel

ines

are

:�

the

valu

e of

the

expr

essi

on is

209

871

� po

sitio

ns o

f �52

�, ,

can

not b

e ch

ange

d�

use

eith

er +

or

- in

the

tria

ngle

� w

hole

num

bers

onl

y to

be

used

in r

ecta

ngle

s. N

ot 0

or

1.

2.L

ist o

f all

poss

ible

res

pons

es fo

r pa

rt II

:

20

98

45

+5

2÷

4

20

98

58

+5

2÷

16

20

98

67

+5

2÷

16

9

20

98

69

+5

2÷

67

6

20

98

70

+5

2÷

27

04

20

98

97

–5

2÷

4

20

98

84

–5

2÷

16

20

98

75

–5

2÷

16

9

20

98

73

–5

2÷

67

6

20

98

72

–5

2÷

27

04

Mod

el R

espo

nse:

Part

I T

he si

x-di

git t

elep

hone

num

ber

for

the

recr

uitm

ent o

ffic

e is

132

901.

Part

II

=2

09

87

15

2÷

20

98

84

–1

6


Item 9

Commentary

Item 9 is a two-star item that tested achievement in CCEs 38 Generalising from information and 48 Justifying.

The item required students to suggest two qualities in applicants that the recruitment office appeared to be targeting with the advertisement. The two qualities had to be completely different. For each quality, the students were asked to explain the relationship between the quality and the advertisement.

An A-grade response needed to show two clearly different qualities and then convincingly explain the relationship of each quality to the advertisement. Two

common qualities that were cited included ‘mathematical ability’ and ‘perseverance’.

Some responses had the same quality used twice and merely expressed in different ways. Only one of the qualities could gain credit as the stem explicitly stated that they had to be completely different. Responses that used job titles instead of qualities, e.g. engineer or mathematician could also gain no credit.

Students need to pay careful attention to the explicit directions given in the stems of items and ensure they are responding as directed.

Model response

A B C N O

100%

Mathematical ability

A person would need good maths ability to be able

to complete the expressions in the advertisement to �nd the phone number.

Perseverance

A person would need to be prepared to persevere as they

worked through all the calculations in the advertisement.


36

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 6 2

of 6

UN

IT S

IXIT

EM 9

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

38G

ener

alis

ing

from

info

rmat

ion

48Ju

stify

ing

C

The

res

pons

e

�gi

ves o

ne q

ualit

y th

at th

e re

crui

tmen

t off

ice

wou

ld b

e se

ekin

g.

The

res

pons

e

�ex

plai

ns a

qua

lity

that

the

recr

uitm

ent o

ffic

e w

ould

be

seek

ing.

OR

A

The

res

pons

e

�gi

ves t

wo

clea

rly

diff

eren

t qua

litie

s tha

t the

rec

ruitm

ent

offic

e w

ould

be

seek

ing

�fo

r eac

h qu

ality

, con

vinc

ingl

y ex

plai

ns th

e rel

atio

nshi

p to

th

e ad

vert

isem

ent.

B

The

res

pons

e

�gi

ves o

ne q

ualit

y th

at th

e re

crui

tmen

t off

ice

wou

ld b

e se

ekin

g�

for

that

qua

lity,

con

vinc

ingl

y ex

plai

ns th

e re

latio

nshi

p to

th

e ad

vert

isem

ent.

The

res

pons

e

�gi

ves t

wo

clea

rly

diff

eren

t qua

litie

s tha

t the

rec

ruitm

ent

offic

e w

ould

be

seek

ing.

OR

Not

es:

1.Fo

r an

exp

lana

tion

to b

e co

nvin

cing

ther

e m

ust b

e an

exp

licit

link

to th

e ad

vert

isem

ent.

2.A

qua

lific

atio

n or

job

title

is n

ot a

qua

lity.

Mod

el R

espo

nse:

Qua

lity:

Mat

hem

atic

al a

bilit

y

A p

erso

n w

ould

nee

d go

od m

aths

abi

lity

to b

e ab

le to

com

plet

e th

e ex

pres

sion

s in

the

adve

rtis

emen

t to

find

the

phon

e nu

mbe

r.

Qua

lity:

Per

seve

ranc

e

A p

erso

n w

ould

nee

d to

be

prep

ared

to p

erse

vere

as t

hey

wor

ked

thro

ugh

all t

he c

alcu

latio

ns in

the

adve

rtis

emen

t.


Unit SevenThe items in this unit are based on a map showing the position of the Antonine Wall as well as diagrams and information about the Antonine Wall.


Item 10

Commentary

Item 10 is a three-star item that tested achievement in CCEs 6 Interpreting the meaning of maps and 17 Estimating numerical magnitude.

The item required students to use Figure 1 (a map) to help estimate the area of the mainland between Hadrian’s Wall and the Antonine Wall. They were instructed to clearly indicate the method they used.

The cues instructed students to show all steps, use pencil if working on Figure 1 and to round their estimate to the nearest 100 km2.

An A-grade response needed to involve only the relevant area, i.e. the area between the two walls on the mainland, indicate that an appropriate strategy was

used, explicitly apply the scale correctly and give an estimate of the area between 22400 and 24000 rounded to the nearest 100 km2. No incorrect working could be used to obtain the area. Units did not need to be shown, but for the A-grade, if units were shown, they had to be the correct units.

Responses indicated that the two most commonly used strategies were using an overlay of rectangles to fit the required area and then finding the area of the rectangles and summing the existing whole squares and the number of ‘whole’ squares formed by combining fractions of squares. Some responses showed incorrect use of the scale, using the linear scale factor of 20 rather than the area scale factor of 400 per square.

Students should check the reasonableness of their answers. A revision of scale factors especially as applied to areas and volumes would benefit students preparing for the test.

A B C D E N O

Item 10 18.4 16.9 22.7 28.7 9.7 3.7

Item 11 5.6 21.3 21 24.4 11.6 11.4 4.7


A B C N O

100%

D


38

Model response

Antonine WallAntonine Wall

Hadrian’s WallHadrian’s Wall

0 20 40 60 80 100

KilometresKilometres

N

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 26 27 28 29 30 31 32 33

35 36 37 38 39 40 41 42 43 4434

46 47 48 49 50 51 52 53 54 5545

57 58 5956

The numbers show the squares counted.

Any square more than half-covered has been counted.

Area is 59 squares x 400 = 23 600 km²


PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 6 3

of 6

UN

IT S

EVEN

ITEM

10

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

6In

terp

retin

g th

e m

eani

ng o

f � m

aps �

17E

stim

atin

g nu

mer

ical

mag

nitu

de

C

The

res

pons

e

�gi

ves a

n es

timat

e be

twee

n 22

000

and

2480

0.

The

res

pons

e

�gi

ves t

he n

umbe

r of

squa

res f

or th

e re

leva

nt a

rea

as b

etw

een

56 a

nd 6

0.

The

res

pons

e

�ex

plic

itly

appl

ies t

he sc

ale

corr

ectly

to

give

an

area

.

OR

OR

A

The

res

pons

e

�in

volv

es o

nly

the

rele

vant

are

a�

indi

cate

s tha

t an

appr

opri

ate

stra

tegy

is

use

d�

expl

icitl

y ap

plie

s the

scal

e co

rrec

tly�

give

s an

estim

ate

of th

e ar

ea

betw

een

2240

0 an

d 24

000,

roun

ded

to th

e ne

ares

t 100

km

2 .

No

inco

rrec

t wor

king

is u

sed

to o

btai

n th

e ar

ea.

B

The

res

pons

e

�in

volv

es o

nly

the

rele

vant

are

a�

indi

cate

s tha

t an

appr

opri

ate

stra

tegy

is

use

d�

expl

icitl

y ap

plie

s the

scal

e co

rrec

tly�

allo

win

g fo

r at

mos

t one

obs

erva

ble

min

or e

rror

, giv

es a

con

sequ

entia

lly

corr

ect e

stim

ate

of th

e ar

ea.

D

The

res

pons

e

�gi

ves a

n es

timat

e be

twee

n 21

600

and

2520

0.

The

res

pons

e

�in

dica

tes t

hat a

n ap

prop

riat

e st

rate

gy

is u

sed.

The

res

pons

e

�at

tend

s to

the

scal

e co

rrec

tly.

OR

OR

Not

es:

1.T

he r

elev

ant a

rea

is fo

r th

e m

ainl

and

betw

een

Had

rian

�s W

all a

nd th

e A

nton

ine

Wal

l.

2.A

ll ra

nges

stip

ulat

ed a

re in

clus

ive.

3.R

ound

ing

to th

e ne

ares

t 100

km

2 is o

nly

a re

quir

emen

t at t

he A

-gra

de.

4.Sh

owin

g un

its fo

r th

e ar

ea is

not

a re

quir

emen

t. H

owev

er fo

r th

e A

-gra

de o

nly,

if u

nits

are

giv

en in

the

answ

er

they

mus

t be

corr

ect.

5.A

min

or e

rror

may

incl

ude

a si

ngle

tran

scri

ptio

n er

ror

or a

n in

corr

ect r

esul

t to

a co

rrec

tly st

ated

ope

ratio

n.


40

Mar

king

Sch

eme

UN

IT S

EVEN

ITEM

10

Mar

king

Uni

t 6 4

of 6

Mod

el R

espo

nse:

The

num

bers

show

the

squa

res c

ount

ed. A

ny sq

uare

mor

e th

an h

alf-c

over

ed h

as b

een

coun

ted.

Are

a is

59

squa

res x

400

= 2

3600

km

2

An

ton

ine W

all

An

ton

ine W

all

Had

ria

n’s

Wall

Had

ria

n’s

Wall

020

40

60

80

100

Kilom

etr

es

Kilom

etr

es

N

12

34

5

67

89

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

35

36

37

38

39

40

41

42

43

44

34

46

47

48

49

50

51

52

53

54

55

45

57

58

59

56


Item 11

Commentary

Item 11 is a four-star item that tested achievement in CCEs 29 Comparing, contrasting, 7 Translating from one form to another and 45 Judging.

This item comprised two parts. Part I required students to annotate a cross-sectional diagram of the Antonine Wall with the five features and five measurements printed in bold in the given description of the wall and its defences. Part II of the item required students to label a reproduction of the diagram with two positions, A and B. The positions had to be ones that the

Romans may have contemplated for a field of lilia. Position A was to be the better of the two. Students had to compare the two positions and explain why position A would be a better placement than position B.

An A-grade response needed to show the ten notations correctly marked on the diagram, have positions A and B marked on the north side of the wall within the diagram and for each position establish a valid reason why it would assist in the defence of the wall. The response also had to provide a comparison to show position A is better than position B.

Some responses to part I showed that the nature of a cross-section had not been understood correctly (the width of the cross-section was interpreted as the length of the wall). Other responses indicated carelessness in terms of making sure all ten of the annotations were accounted for. Some responses in part II did not give a valid reason why each position would have been considered for the placement of a field of lilia or did not provide a comparison between the two positions.

Students need to remember that, when annotating a diagram with information provided in text, a systematic approach would reduce the likelihood of omitting relevant information. When asked to compare two positions, students need to be able to identify significant features of each and to identify similarities and differences, or strengths and weaknesses. They could then use these to make a statement as to why one position is preferred.

A B C N O

100%

D E


42

Model response

outer mound

defensive ditch

fence

foundation

6 m

12 m

4.2 m

3 m

4.3 m

northern side of wall

The best location for the lilia would be position A. The a�ackers would be within range of

the spears of the Romans and would have just emerged from climbing the ditch.

They would probably be breaking into a run on what they assumed would be open �at ground

and would be likely to either stumble into the lilia or be slowed down by having to avoid

them making them easy close-range targets. Position B is further from the wall, probably

just within range of spears. It is exposed and within sight of the defenders. Invaders would

not see the lilia until the last moment and would �nd it hard to safely negotiate a �eld of

lilia. But position A is preferred because of its proximity to the defenders.

AB


UN

IT S

EVEN

ITEM

11

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 6 5

of 6

C

The

resp

onse

for

part

I

�sh

ows t

he te

n an

nota

tions

co

rrec

tly m

arke

d on

the

diag

ram

.

The

resp

onse

for

part

II

�ha

s pos

ition

s A a

nd B

mar

ked

on th

e no

rth

side

of t

he w

all

with

in th

e di

agra

m�

for

each

pos

ition

, est

ablis

hes a

va

lid re

ason

why

it w

ould

ass

ist

in th

e de

fenc

e of

the

wal

l.

OR

A

The

res

pons

e

for

part

I

�sh

ows t

he te

n an

nota

tions

co

rrec

tly m

arke

d on

the

diag

ram

AN

D

for

part

II

�ha

s pos

ition

s A a

nd B

mar

ked

on th

e no

rth

side

of t

he w

all

with

in th

e di

agra

m�

for

each

pos

ition

, est

ablis

hes a

va

lid re

ason

why

it w

ould

ass

ist

in th

e de

fenc

e of

the

wal

l�

prov

ides

a c

ompa

riso

n to

show

po

sitio

n A

is b

ette

r th

an

posi

tion

B.

No

inco

rrec

t inf

orm

atio

n is

in

clud

ed.

B

The

res

pons

e

for

part

I

�sh

ows e

ight

ann

otat

ions

co

rrec

tly m

arke

d on

the

diag

ram

AN

D

for

part

II

�ha

s pos

ition

s A a

nd B

mar

ked

on th

e no

rth

side

of t

he w

all

with

in th

e di

agra

m�

for

a po

sitio

n, e

stab

lishe

s a v

alid

re

ason

why

it w

ould

ass

ist i

n th

e de

fenc

e of

the

wal

l�

prov

ides

a c

ompa

riso

n to

show

po

sitio

n A

is b

ette

r th

an

posi

tion

B.

D

The

res

pons

e

for

part

I

�sh

ows e

ight

ann

otat

ions

co

rrec

tly m

arke

d on

the

diag

ram

.

The

res

pons

e

for

part

II

�ha

s pos

ition

s A a

nd B

mar

ked

on th

e no

rth

side

of th

e w

all

with

in th

e di

agra

m�

for

a po

sitio

n, e

stab

lishe

s a v

alid

re

ason

why

it w

ould

ass

ist i

n th

e de

fenc

e of

the

wal

l.

OR

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

29C

ompa

ring

, con

tras

ting

7Tr

ansl

atin

g fr

om o

ne fo

rm to

ano

ther

45E

valu

atin

g

E

The

res

pons

e

for

part

I

�sh

ows s

ix a

nnot

atio

ns

corr

ectly

mar

ked

on th

e di

agra

m.

The

res

pons

e

for

part

II

�ha

s a p

ositi

on m

arke

d on

the

nort

h si

de o

f the

wal

l with

in th

e di

agra

m

�su

gges

ts w

hy th

is p

ositi

on w

ould

as

sist

the

Rom

ans.

OR

Not

es:

1.T

he a

nnot

atio

ns r

efer

to th

e fe

atur

es a

nd m

easu

rem

ents

giv

en in

bol

d.

2.A

val

id r

easo

n is

bas

ed o

n th

e in

tend

ed d

eter

rent

effe

ct o

f the

lilia

.


44

Mar

king

Sch

eme

UN

IT S

EVEN

ITEM

11

Mar

king

Uni

t 6 6

of 6

Mod

el R

espo

nse:

I. II.

The

bes

t loc

atio

n fo

r th

e lil

ia w

ould

be

posi

tion

A.

The

atta

cker

s wou

ld b

e w

ithin

ran

ge o

f the

spea

rs o

f the

Rom

ans a

nd w

ould

hav

e ju

st e

mer

ged

from

clim

bing

the

ditc

h.T

hey

wou

ld p

roba

bly

be b

reak

ing

into

a r

un o

n w

hat t

hey

assu

med

wou

ld b

e op

en fl

at g

roun

d an

d w

ould

be

likel

y to

eith

er

stum

ble

into

the

lilia

or

be sl

owed

dow

n by

hav

ing

to a

void

them

mak

ing

them

eas

y cl

ose-

rang

e ta

rget

s.Po

sitio

n B

is fu

rthe

r fr

om th

e w

all,

prob

ably

just

with

in r

ange

of s

pear

s. It

is e

xpos

ed a

nd w

ithin

sigh

t of t

he d

efen

ders

. In

vade

rs w

ould

not

see

the

lilia

unt

il th

e la

st m

omen

t and

wou

ld fi

nd it

har

d to

safe

ly n

egot

iate

a fi

eld

of li

lia.

But

pos

ition

A is

pre

ferr

ed b

ecau

se o

f its

pro

xim

ity to

the

defe

nder

s.

ou

ter

mo

un

d

defe

nsiv

e d

itch

fen

ce

fou

nd

ati

on

6 m

12

m

4.2

m

3 m

4.3

m

no

rth

ern

sid

e o

f w

all

AB

Las

t Pag

e C

ount


Unit EightThe items in this unit are based on an extract from a film script about a defence lawyer’s representation of his client.


Item 12

Commentary

Item 12 is a three-star item that tested achievement in CCEs 52 Searching and locating information and 32 Deducing.

The item required students to outline the particular points the prosecuting lawyer would have put forward in the ‘open-and-shut’ case against the defence lawyer’s client.

The cue directed students to respond in point form.

An A-grade response needed to provide a strong case for the four aspects of the prosecutor’s case: serious assault, theft of the money, theft of the wallet and unlawful possession of the car. No incorrect information could be included.

Some responses provided a weaker case by using descriptions such as ‘he hurt the victim’ rather than indicating the seriousness of the assault or by being less than definite about the defendant’s clear intention to steal the wallet or money by describing it as ‘he picked up the money’. These types of responses did not attend to the part of the stem that said the prosecutor presented an ‘open-and-shut’ case, i.e. one in which there would be little doubt about the outcome.

Students should remember that careful reading of the stem is always a requirement if the best response is to be made. A cue to use point form indicates that the response does not need to be in sentences and should include the pertinent points in a very direct form.

Model response

A B C D E N O

Item 12 12.9 11.5 20.9 19.8 31.5 3.4

Item 13 6.6 8.3 20.8 27.3 19.4 11.3 6.4

Item 14 12.8 27.6 26.4 12.2 7.2 5.8 8


A B C N O

100%

D

• the man’s arm and collar bone was sha�ered

• the man’s money is stolen

• his wallet is taken

• the defendant tried to steal the man’s car.


46

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 8 1

of 3

UN

IT E

IGH

TIT

EM 1

2

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

52Se

arch

ing

and

loca

ting

� in

form

atio

n32

Ded

ucin

g

C

The

res

pons

e pr

ovid

es a

stro

ng c

ase

for

two

of

�se

riou

s ass

ault

�th

eft o

f mon

ey�

thef

t of w

alle

t�

unla

wfu

l pos

sess

ion

of c

ar.

AND

�a

wea

k ca

se fo

r on

e ot

her

poin

t.

[3 c

an b

e 2

stro

ng +

1 w

eak

or c

an b

e 3

stro

ng]

A

The

res

pons

e pr

ovid

es a

stro

ng c

ase

for

all f

our

of

�se

riou

s ass

ault

�th

eft o

f mon

ey�

thef

t of w

alle

t�

unla

wfu

l pos

sess

ion

of c

ar.

No

inco

rrec

t inf

orm

atio

n is

incl

uded

.

[4 is

4 st

rong

]

B

The

res

pons

e pr

ovid

es a

stro

ng c

ase

for

thre

e of

�se

riou

s ass

ault

�th

eft o

f mon

ey�

thef

t of w

alle

t�

unla

wfu

l pos

sess

ion

of c

ar.

AND

�a

wea

k ca

se fo

r th

e ot

her

poin

t.

No

inco

rrec

t inf

orm

atio

n is

incl

uded

.

[4 is

3 st

rong

+ 1

wea

k]

D

The

res

pons

e pr

ovid

es a

wea

k ca

se fo

r tw

o of

�se

riou

s ass

ault

�th

eft o

f mon

ey�

thef

t of w

alle

t�

unla

wfu

l pos

sess

ion

of c

ar.

[2 c

an b

e 1

stro

ng +

1 w

eak]

or c

an b

e 2

stro

ng o

r ca

n be

2 w

eak]

Not

es:

1.A

stro

ng c

ase

for

the

seri

ous a

ssau

lt m

entio

ns th

e sp

ecifi

cs o

f sha

tter

ed a

rm a

nd c

olla

rbon

e or

use

s a w

ord

mea

ning

ass

ault/

ed, a

ttac

k/ed

, mug

ged,

ac

com

pani

ed b

y a

qual

ifier

abo

ut th

e se

riou

snes

s of t

he a

ssau

lt, e

.g. v

icio

us a

ttac

k, b

adly

bea

ten,

seve

rely

inju

red,

com

preh

ensi

ve m

uggi

ng �

A w

eak

case

for

the

seri

ous a

ssau

lt us

es a

wor

d m

eani

ng a

ssau

lt/ed

, atta

ck/e

d, m

ugge

d w

ithou

t a q

ualif

ier

or a

com

men

t suc

h as

�he

was

hur

t�.

2.A

stro

ng c

ase

for

the

thef

t of m

oney

men

tions

taki

ng /

stea

ling

/ thi

evin

g m

oney

(or

cash

or

bills

). A

wea

k ca

se fo

r th

e th

eft o

f mon

ey is

a c

omm

ent o

n w

antin

g / p

icki

ng u

p / c

olle

ctin

g m

oney

(or

cash

or

bills

) or

taki

ng p

erso

nal b

elon

ging

s.

3.A

stro

ng c

ase

for

the

thef

t of w

alle

t men

tions

taki

ng /

stea

ling

/ thi

evin

g w

alle

t (or

iden

tific

atio

n or

ID).

A w

eak

case

for

the

thef

t of w

alle

t is a

com

men

t on

wan

ting

/ pic

king

up

wal

let (

or id

entif

icat

ion

or ID

) or

taki

ng p

erso

nal b

elon

ging

s.

NB

�Tak

ing

pers

onal

bel

ongi

ngs�

can

onl

y be

use

d as

bei

ng a

wea

k ca

se fo

r on

e of

the

wal

let o

r th

e m

oney

not

bot

h.

4.A

stro

ng c

ase

for

the

unla

wfu

l pos

sess

ion

of c

ar m

entio

ns th

at p

olic

e ca

me

acro

ss �b

rute

� in

the

car

or m

akes

cle

ar th

e �b

rute

� was

in th

e ot

her

man

�s c

ar.

Taki

ng /

taki

ng o

ff in

/ st

ealin

g / t

hiev

ing

the

car

is a

lso

cred

itabl

e as

a st

rong

cas

e.A

wea

k ca

se fo

r th

e un

law

ful p

osse

ssio

n of

car

is a

com

men

t con

nect

ing

�bru

te� a

nd o

ther

man

�s c

ar, e

.g. h

e ha

d th

e ca

r ke

ys �

5.�I

ncor

rect

� inf

orm

atio

n ca

n in

clud

e st

atem

ents

that

�

can

not b

e su

bsta

ntia

ted

from

a r

eadi

ng o

f the

ext

ract

� a

re in

cons

iste

nt w

ith th

e ex

trac

t�

ari

se fr

om a

mis

read

ing

of th

e si

tuat

ion

as g

iven

in th

e in

trod

uctio

n, i.

e. th

at th

e pr

osec

utor

spea

ks fi

rst s

o do

es n

ot r

ebut

wha

t Fle

tche

r la

ter

says

.

Mod

el R

espo

nse:

�th

e man

�s a

rm a

nd co

llar b

one w

as sh

atte

red

�th

e m

an�s

mon

ey is

stol

en�

his w

alle

t is t

aken

�th

e de

fend

ant t

ried

to st

eal t

he m

an�s

car

.


Item 13

Commentary

Item 13 is a three-star item that tested achievement in CCEs 10 Using vocabulary appropriate to a context and 48 Justifying.

The item required students to give an appropriate adjective to describe each of four different characteristics that Fletcher attributes to his client in the extract and to provide evidence to justify their choice of adjectives.

The cue instructed students to avoid using adjectives from the extract, or made from words given in the extract. ‘Avoid’ means to keep away from.

An A-grade response needed to provide four acceptable adjectives none of which was derived from words in the extract and to provide pertinent evidence for each adjective.

Some responses gave nouns, verbs or adverbs instead of providing adjectives. These responses did not meet a requirement in the stem and so could not be considered for a creditable grade. Responses that gave adjectives which described negative characteristics of Fletcher’s client did not consider the fact that Fletcher would have been trying to ‘talk-up’ the innocence of his client and so would only attribute positive characteristics to him.

Students should remember to attend to all parts of the stem and to follow instructions in the cues.

Model response

A B C N O

100%

D E

innocent

vulnerable

honourable

caring

‘true victim is my client’ (6)

‘walking home from church alone,

in a frightening part of the suburbs’ (8–9)

‘do what any respectable citizen would do’ (15)

‘your heart goes out to him’ (20–21)


48

UN

IT E

IGH

TIT

EM 1

3

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 8 2

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

10U

sing

voc

abul

ary

appr

opri

ate

to a

con

text

48Ju

stify

ing

C

The

res

pons

e pr

ovid

es

�th

ree

acce

ptab

le a

djec

tives

�

at m

ost o

ne is

a d

eriv

ed a

djec

tive

�a

rele

vant

con

nect

ion

for

each

ad

ject

ive.

A

The

res

pons

e pr

ovid

es

�fo

ur a

ccep

tabl

e ad

ject

ives

�

none

is a

der

ived

adj

ectiv

e�

pert

inen

t evi

denc

e fo

r ea

ch

adje

ctiv

e.

B

The

res

pons

e pr

ovid

es

�fo

ur a

ccep

tabl

e ad

ject

ives

�

at m

ost o

ne is

a d

eriv

ed a

djec

tive

�pe

rtin

ent e

vide

nce

for

each

ad

ject

ive.

D

The

res

pons

e pr

ovid

es

�tw

o ac

cept

able

adj

ectiv

es �

ea

ch m

ay b

e a

deri

ved

adje

ctiv

e�

a re

leva

nt c

onne

ctio

n fo

r ea

ch

adje

ctiv

e.

E

The

res

pons

e pr

ovid

es

�an

acc

epta

ble

adje

ctiv

e �

it

may

be

a de

rive

d ad

ject

ive

�a

rele

vant

con

nect

ion

for

that

ad

ject

ive.

Not

es:

1.A

n ac

cept

able

adj

ectiv

e - i

s a w

ord

that

is n

ot a

lrea

dy u

sed

in th

e ex

trac

t - d

escr

ibes

a q

ualit

y Fl

etch

er w

ould

hav

e at

trib

uted

to h

is c

lient

in o

rder

to m

ake

him

app

ear

as th

e vi

ctim

. - I

t wou

ld b

e a

qual

ity th

at w

ould

mak

e th

e ju

ry m

embe

rs m

ore

sym

path

etic

tow

ards

him

, e.g

. the

adj

ectiv

e - �

impo

sing

� (ev

iden

ce: �

a 25

0-po

und

brut

e in

a su

it�) w

ould

not

be

suita

ble

as it

wou

ld n

ot h

elp

conv

ince

the

- jur

y th

at h

e co

uld

be th

e vi

ctim

. - c

an b

e pa

ired

wor

ds, e

.g. o

verl

y ca

utio

us, g

ood

will

ed, f

alse

ly a

rres

ted.

2.Pe

rtin

ent e

vide

nce

(req

uire

men

t at A

- and

B-g

rade

s) c

omes

from

the

extr

act a

nd c

lear

ly e

xpla

ins t

he m

eani

ng

of th

e ad

ject

ive.

It is

not

inco

nsis

tent

with

its c

onte

xtua

l use

in th

e ex

trac

t.

3.Pe

rtin

ent e

vide

nce

look

s lik

e:- d

irec

t quo

te w

ith o

r w

ithou

t lin

e nu

mbe

r/s

- lin

e nu

mbe

r/s w

ith c

lari

fyin

g pa

raph

rase

of t

he si

tuat

ion

- lin

e nu

mbe

r/s o

nly.

The

ent

ire

line/

s mus

t be

the

supp

ortin

g ev

iden

ce n

ot m

erel

y a

sect

ion

of th

e lin

e/s t

hat

- the

rea

der

has t

o di

scer

n is

the

pert

inen

t par

t.

4.A

der

ived

adj

ectiv

e is

an

adje

ctiv

e m

ade

from

a w

ord

used

in th

e ex

trac

t, e.

g. h

elpf

ul is

der

ived

from

he

lp (w

ord

in e

xtra

ct),

afra

id is

der

ived

from

fear

(wor

d in

ext

ract

), ki

nd-h

eart

ed is

der

ived

from

he

art (

wor

d in

ext

ract

), fr

ight

ened

is d

eriv

ed fr

om fr

ight

enin

g (w

ord

in e

xtra

ct).

5.A

der

ived

adj

ectiv

e ca

nnot

be

supp

orte

d by

eith

er

- a d

irec

t quo

te th

at c

onta

ins t

he w

ord

it is

der

ived

from

, e.g

. hel

pful

can

not u

se �h

e w

ent t

o ge

t hel

p�- l

ine

num

ber/

s onl

y th

at c

onta

ins t

he w

ord

it is

der

ived

from

, e.g

. afr

aid

cann

ot u

se �l

ine

12�.

6.R

elev

ant c

onne

ctio

n (r

equi

rem

ent a

t C-,

D- a

nd E

-gra

des)

look

s lik

e:- a

par

aphr

ase

of th

e si

tuat

ion

that

exp

lain

s the

mea

ning

of t

he a

djec

tive

with

out l

ine

num

ber/

s- l

ine

num

ber/

s onl

y. W

ithin

the

iden

tifie

d lin

e/s t

here

is a

situ

atio

n th

at e

xpla

ins t

he m

eani

ng o

f the

adj

ectiv

e.

7.�P

ertin

ent e

vide

nce�

mee

ts th

e re

quir

emen

t for

�rel

evan

t con

nect

ion�

.

8.W

here

the

sam

e ev

iden

ce is

use

d fo

r tw

o or

mor

e ad

ject

ives

, cre

dit t

he u

se th

at w

ould

giv

e th

e be

st o

utco

me

for

the

resp

onse

. The

oth

er u

se/s

of t

hat e

vide

nce

cann

ot b

e cr

edite

d.

9.W

here

mor

e th

an o

ne e

ntry

is p

rovi

ded

in a

sing

le c

ell,

grad

e th

e fir

st e

ntry

onl

y.

Mod

el R

espo

nse:

My

clie

nt is

Evi

denc

e fr

om th

e ex

trac

t

�in

noce

nt�t

rue

vict

im is

my

clie

nt� (

6)

�vu

lner

able

�wal

king

hom

e fr

om c

hurc

h al

one,

in a

fr

ight

enin

g pa

rt o

f the

subu

rbs�

(8�9

)

�ho

nour

able

�do

wha

t any

resp

ecta

ble

citiz

en w

ould

do�

(15)

�ca

ring

�you

r he

art g

oes o

ut to

him

� (20

�21)


Item 14

Commentary

Item 14 is a four-star item that tested achievement in CCEs 42 Criticising, 33 Reaching a conclusion which is consistent with a given set of assumptions and 29 Comparing and contrasting.

The item required students to use information from the stimulus (a description of a court scene) as well as the additional information supplied to provide an effective argument about how well Fletcher conformed to three pieces of advice on ethics for defence lawyers.

The cue directed students to present their analysis effectively and logically and refer to the extract and the next scene.

An A-grade response needed to argue whether the pieces of advice were followed or not. The arguments presented had to be clear and unambiguous. An A-grade response also contained no inconsistencies.

Responses that gained creditable grades provided arguments that were well supported by details from the stimulus material. A range of arguments was acceptable: some responses stated that Fletcher conformed to all three pieces of advice; some claimed he did not; some argued that he conformed to some and not to others. While others stated an ambivalent view on the degree to which the lawyer conformed. If the arguments were presented logically and were not ambiguous all could be considered for the higher grades.

Some responses depended on a reader being able to guess at what the basis of the argument was and these responses could only be considered for a lower grade and then only if links were made to information from the extract and next scene.

Students should remember to give enough detail so the response is able to be understood without a reader having to refer to the stimulus material.

A B C D N O

100%

E


50

Model response

Fletcher did not knowingly ‘lie’ to the court but he presented a different view

of the incident. Fletcher does not deny that his client was involved in the

incidents. When he suggests to the court that his client jumped into the

man’s Lexus to get help he is shaping the truth to suit his purposes, not lying.

The same can be said for him presenting his client’s case to the best of his abilities.

He created an image of an innocent man to present to the court with statements that give

reasonable motives for bad deeds, e.g. ‘You want to help … you gather up the many bills he

dropped.’ He also created a physical image by dressing his client up in a suit to make him look

respectable. Therefore he has put the client’s case forward as well as he could.

When he tells his client to keep the suit after the court case it suggests that he has

discovered that his client was guilty and he tells him he will be needing it again.

This indicates Fletcher won’t represent him again. Therefore he has conformed to the third

piece of advice.


UN

IT E

IGH

TIT

EM 1

4

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 8 3

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

42C

ritic

isin

g33

Rea

chin

g a

conc

lusi

on w

hich

is c

onsi

sten

t with

a g

iven

set o

f ass

umpt

ions

29C

ompa

ring

, con

tras

ting

C

For

one

of th

e pi

eces

of a

dvic

e th

e re

spon

se

�ar

gues

eff

ectiv

ely

whe

ther

the

advi

ce is

follo

wed

or

not

�su

ppor

ts th

e ar

gum

ent/s

with

de

tail/

s fro

m th

e ex

trac

t or

the

next

scen

e.

A

For

the

thre

e pi

eces

of a

dvic

e th

e re

spon

se

�ar

gues

effe

ctiv

ely

whe

ther

the

advi

ce is

follo

wed

or

not

�su

ppor

ts th

e ar

gum

ents

with

de

tails

from

the e

xtra

ct a

nd th

e ne

xt sc

ene.

No

inco

nsist

enci

es a

re e

vide

nt.

B

For

two

of th

e pi

eces

of a

dvic

e th

e re

spon

se

�ar

gues

eff

ectiv

ely

whe

ther

the

advi

ce is

follo

wed

or

not

�su

ppor

ts th

e ar

gum

ents

with

de

tails

from

the

extr

act o

r th

e ne

xt sc

ene.

D

For

two

of th

e pi

eces

of a

dvic

e th

e re

spon

se

�al

low

s an

ethi

cal p

ositi

on to

be

infe

rred

�m

akes

reas

onab

le li

nks w

ith th

e ex

trac

t or

the

next

scen

e.

E

For

one

of th

e pi

eces

of a

dvic

e th

e re

spon

se

�al

low

s an

ethi

cal p

ositi

on to

be

infe

rred

�m

akes

reas

onab

le li

nks w

ith th

e ex

trac

t or

the

next

scen

e.

Not

es:

1.To

arg

ue e

ffec

tivel

y an

arg

umen

t is p

rese

nted

logi

cally

and

is n

ot a

mbi

guou

s.

2.�D

etai

l� pr

ovid

es d

irec

t ref

eren

ce to

a sp

ecifi

c si

tuat

ion

with

exp

licit

inte

rpre

tatio

n.

The

rea

der

does

not

nee

d to

�fill

in a

ny g

aps�

.

3.T

he a

rgum

ents

and

link

s are

bas

ed o

n th

e co

urt s

cene

, the

acq

uitt

al o

r w

hat i

s pr

esen

ted

as h

appe

ning

in th

e ne

xt sc

ene

rega

rdin

g th

e su

it. T

he a

rgum

ents

are

bas

ed

on F

letc

her�

s beh

avio

ur n

ot o

n st

atem

ents

abo

ut la

wye

rs in

gen

eral

.

Mod

el R

espo

nse:

Flet

cher

did

not

kno

win

gly

�lie�

to th

e co

urt b

ut h

e pr

esen

ted

a di

ffer

ent v

iew

of

the

inci

dent

. Fle

tche

r do

es n

ot d

eny

that

his

clie

nt w

as in

volv

ed in

the

inci

dent

s. W

hen

he su

gges

ts to

the

cour

t tha

t his

clie

nt ju

mpe

d in

to th

e m

an�s

L

exus

to g

et h

elp

he is

shap

ing

the

trut

h to

suit

his p

urpo

ses,

not l

ying

. T

he sa

me

can

be sa

id fo

r hi

m p

rese

ntin

g hi

s clie

nt�s

cas

e to

the

best

of h

is

abili

ties.

He

crea

ted

an im

age

of a

n in

noce

nt m

an to

pre

sent

to th

e co

urt w

ith

stat

emen

ts th

at g

ive

reas

onab

le m

otiv

es fo

r ba

d de

eds,

e.g.

�You

wan

t to

help

� y

ou g

athe

r up

the

man

y bi

lls h

e dr

oppe

d.� H

e al

so c

reat

ed a

phy

sica

l im

age

by d

ress

ing

his c

lient

up

in a

suit

to m

ake

him

look

res

pect

able

. T

here

fore

he

has p

ut th

e cl

ient

�s c

ase

forw

ard

as w

ell a

s he

coul

d.

Whe

n he

tells

his

clie

nt to

kee

p th

e su

it af

ter

the

cour

t cas

e it

sugg

ests

that

he

has d

isco

vere

d th

at h

is c

lient

was

gui

lty a

nd h

e te

lls h

im h

e w

ill b

e ne

edin

g it

agai

n. T

his i

ndic

ates

Fle

tche

r w

on�t

rep

rese

nt h

im a

gain

. The

refo

re h

e ha

s co

nfor

med

to th

e th

ird

piec

e of

adv

ice.

Las

t Pag

e C

ount


52

Unit NineThe items in this unit are based on information about take-off distances of planes and the factors that can affect them.


Item 15

Commentary

Item 15 is a three-star item that tested achievement in CCEs 18 Approximating a numerical value, 15 Graphing and 16 Calculating with or without calculators.

The item required students to calculate an adjusted standard distance for take-off. This included finding a ratio, plotting the ratio onto the graph and determining the percentage adjustment required.

The cue instructed students to show all steps.

An A-grade response needed to show: correct wind speed to take-off speed ratio; correct use of the graph to read the percentage adjustment and use of the percentage to correctly adjust the standard take-off distance. All steps in the process had to be consistent with each other.

Some responses used a ratio that was the reciprocal of the correct ratio. The first mentioned part of a ratio is always the numerator when a ratio is written as a fraction. Some responses showed a poor estimate of the percentage adjustment read from the graph. This was the result of inaccurate plotting in most cases.

Students should remember that the cue ‘show all steps’ indicates that detail is required about how numbers, different from those given in the stimulus material appear in the solution. To this end all operations should be shown, not just the result of an operation. A sharp pencil and a ruler should be used when working on graphs to allow accurate drawing and reading from the graph.

A B C D E N O

Item 15 13.4 4.3 9.7 14 36.5 22

item 16 4.7 13.7 21.1 14 5.5 16.2 24.6


DA B C N O

100%


Model response

ratio

wind speed take-off speed:

percentage increase

of distance

percentage decrease

of distance

tailwindheadwind

0 0.1 0.20.10.2

10

20

10

20

17

Ratio of wind velocity to take-off speed = = 0.08713

150

From graph this means percentage decrease in take-off distance is 17%.

Adjusted take-off distance is 83% of 1600 m = 0.83 × 1600 = 1328 m.


54

UN

IT N

INE

ITEM

15

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 3

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

18A

ppro

xim

atin

g a

num

eric

al v

alue

15G

raph

ing

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e pr

ovid

es T

WO

of

�th

e co

rrec

t win

d sp

eed

to ta

ke-o

ff sp

eed

ratio

�co

rrec

t use

of t

he g

raph

cons

iste

nt w

ith a

ra

tio g

iven

�ap

prop

riat

e w

orki

ng w

hich

lead

s to

a pe

rcen

tage

adj

ustm

ent o

f the

take

-off

di

stan

ce.

A

The

res

pons

e pr

ovid

es

�th

e co

rrec

t win

d sp

eed

to ta

ke-o

ff sp

eed

ratio

�

corr

ect u

se o

f the

gra

ph�

corr

ect a

ppro

pria

te w

orki

ng w

hich

lead

s to

a ta

ke-o

ff d

ista

nce

betw

een

1312

and

134

4 (in

clus

ive)

.

The

cal

cula

tion

of r

atio

, mar

king

s on

grap

h, p

erce

ntag

e us

ed, d

ista

nce

obta

ined

m

ust b

e co

nsis

tent

.

B

The

res

pons

e, a

llow

ing

for

at m

ost o

ne

mec

hani

cal e

rror

and

any

con

sequ

entia

lly

corr

ect w

orki

ng, p

rovi

des

�a

win

d sp

eed

to ta

ke-o

ff sp

eed

ratio

�

use

of th

e gr

aph

�ap

prop

riat

e w

orki

ng w

hich

lead

s to

a de

crea

sed

take

-off

dis

tanc

e.

The

cal

cula

tion

of r

atio

, mar

king

s on

grap

h, p

erce

ntag

e us

ed, d

ista

nce

obta

ined

m

ust b

e co

nsis

tent

.

D

The

res

pons

e pr

ovid

es O

NE

of

�th

e co

rrec

t win

d sp

eed

to ta

ke-o

ff sp

eed

ratio

�co

rrec

t use

of t

he g

raph

cons

iste

nt w

ith a

ra

tio g

iven

�ap

prop

riat

e w

orki

ng w

hich

lead

s to

a pe

rcen

tage

adj

ustm

ent o

f the

take

-off

di

stan

ce.

Not

es:

1.U

se o

f the

gra

ph in

volv

es m

arki

ng/s

on

the

grap

h (h

eadw

ind

side

) tha

t rev

eal a

n x-

axis

valu

e ha

s bee

n us

ed to

obt

ain

a pe

rcen

tage

on

the

y-ax

is.

2.C

orre

ct u

se o

f the

gra

ph sh

ows:

�fo

r th

e co

rrec

t rat

io (0

.086

7)�

mar

king

/s o

n th

e gr

aph

that

rev

eal a

n x-

axis

val

ue b

etw

een

0.08

and

0.0

9 (in

clus

ive)

whi

ch is

use

d to

obt

ain

a pe

rcen

tage

bet

wee

n 16

% a

nd 1

8% (i

nclu

sive

)

�fo

r ot

her

ratio

s giv

en in

the

resp

onse

� m

arki

ng/s

on

the

grap

h th

at r

evea

l an

x-ax

is v

alue

(one

mill

imet

re e

ither

side

) whi

ch is

use

d to

obt

ain

a pe

rcen

tage

that

is w

ithin

1%

of t

he e

xpec

ted

valu

e

�w

here

line

s are

use

d fr

om a

n ax

is to

the

grap

h th

ey m

ust b

e ve

rtic

al o

r ho

rizo

ntal

.

3.A

n er

ror

is m

echa

nica

l if i

t is:

�a

tran

scri

ptio

n er

ror

�an

inco

rrec

t res

ult t

o a

corr

ectly

stat

ed o

pera

tion

�in

appr

opri

ate

roun

ding

that

cha

nges

the

answ

er a

t the

exp

ecte

d ac

cura

cy

�in

accu

rate

mar

king

/s o

n th

e gr

aph

(hea

dwin

d si

de) t

hat r

evea

l an

x-ax

is v

alue

bet

wee

n 0.

075

and

0.1

(incl

usiv

e) w

hich

is u

sed

to o

btai

n a

perc

enta

ge b

etw

een

15%

and

19%

(inc

lusi

ve).


Mar

king

Sch

eme

UN

IT N

INE

ITEM

15

Mar

king

Uni

t 4 4

of 5

Mod

el R

espo

nse:

Rat

io o

f win

d ve

loci

ty to

take

-off

spee

d =

From

gra

ph th

is m

eans

per

cent

age

decr

ease

in ta

ke-o

ff d

ista

nce

is 1

7%.

Adj

uste

d ta

ke-o

ff d

ista

nce

is 8

3% o

f 160

0 m

= 0

.83

× 16

00 =

132

8 m

.

ratio

win

d s

pe

ed

take

-off s

pe

ed

:

pe

rce

nta

ge

in

cre

ase

of

dis

tan

ce

pe

rce

nta

ge

de

cre

ase

of

dis

tan

ce

tailw

ind

he

ad

win

d

00

.10

.20

.10

.2

10

20

10

20

17

13 150

---------

0.08

7=


56

Item 16

Commentary

Item 16 is a four-star item that tested achievement in CCEs 17 Estimating numerical magnitude, 48 Justifying, 44 Synthesising, 16 Calculating with or without calculators and 22 Structuring a mathematical argument.

The item comprised two parts. Part I required students to use the given method to demonstrate that the plane described would be unable to take off at the Mt Hotham airfield.

The cues instructed students to show all steps and to justify fully.

In part II, students were required to determine the temperature that must be reached for the plane from part I to just be able to take off from Mt Hotham airfield.

The cues instructed students to show all steps, give a clear explanation of their reasoning and to give the temperature to one decimal place.

An A-grade response, for part I, needed to provide correct mathematical justification to confirm that the plane would not be allowed to take off. A statement indicating the comparison the result was based on was required. For part II, the response needed to show a fully justified method used correctly to obtain the temperature which needed to be reached for the plane to just take off. The temperature had to be given to one decimal place.

For part I the most common comparisons used were the take-off distance compared to the runway length and the percentage of the runway required compared to the percentage permitted.

For part II, an error that occurred occasionally was that a temperature that had the correct numbers was given as a positive not a negative temperature as required.

Students should remember that a fully justified mathematical response requires written conclusions supported by correct mathematical calculations. They should attend to any cue given, so for this particular item, the final temperature should have been given correct to one decimal place. Trial and error methods showing details of the trials considered are acceptable but it should be noted that they can sometimes be very time consuming and may be unable to give an answer to the required degree of accuracy.

A B C N O

100%

D E


Model response

Altitude adjustment for 1298 m above sea level

= x 10% = 43.3% increase to the standard take-off distance

Adjusted take-off distance = 1.433 x 910 m = 1304.03 m

Permi�ed take-off distance = 85% of runway

= 0.85 x 1460 m = 1241 m

As adjusted take-off distance of 1304.03 m exceeds the permi�ed

take-off distance of 1241 m the plane cannot take off.

1298300

The plane’s take-off distance of 1304.03 m must be reduced to 1241 m

so the temperature must be reduced such that 1% decrease comes

from 1° C decrease.

Percentage decrease required = x 100%

= 4.8%

If the temperature drops to –4.8° C the plane will be permi�ed to take off.

(1304.03 – 1241)

1304.03


58

UN

IT N

INE

ITEM

16

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 5

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

17E

stim

atin

g nu

mer

ical

mag

nitu

de48

Just

ifyin

g44

Synt

hesi

sing

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

22St

ruct

urin

g �

a m

athe

mat

ical

arg

umen

t

C

The

resp

onse

, allo

win

g fo

r at m

ost

one

desi

gnat

ed e

rror

and

co

nseq

uent

ially

cor

rect

ca

lcul

atio

ns a

nd w

orki

ng,

prov

ides

for

part

I

�an

arg

umen

t with

cor

rect

m

athe

mat

ical

just

ifica

tion

that

co

nfir

ms t

he c

onje

ctur

e.

The

res

pons

e pr

ovid

es, a

llow

ing

for

at m

ost o

ne d

esig

nate

d er

ror,

cons

eque

ntia

lly c

orre

ct

calc

ulat

ions

and

wor

king

and

for

part

II

�a

suita

ble

met

hod

�a

tem

pera

ture

at t

he a

irfie

ld.

OR

A

The

res

pons

e pr

ovid

es

for

part

I

�an

arg

umen

t with

cor

rect

m

athe

mat

ical

just

ifica

tion

that

co

nfir

ms t

he c

onje

ctur

e�

a co

mpa

rativ

e st

atem

ent

for

part

II

�a

fully

just

ified

suita

ble

met

hod

�co

rrec

t tem

pera

ture

to th

e ne

ares

t one

dec

imal

pla

ce.

B

The

resp

onse

, allo

win

g fo

r at m

ost

one

desi

gnat

ed e

rror

in e

ach

of

part

s I a

nd II

and

cons

eque

ntia

lly

corr

ect c

alcu

latio

ns a

nd w

orki

ng,

prov

ides

for

part

I

�an

arg

umen

t with

m

athe

mat

ical

just

ifica

tion

that

co

nfir

ms t

he c

onje

ctur

e

for

part

II

�a

suita

ble

met

hod

�a

tem

pera

ture

at t

he a

irfie

ld.

D

The

res

pons

e sh

ows t

hree

pie

ces

of th

e dat

a fr

om th

e stim

ulus

use

d m

eani

ngfu

lly.

E

The

res

pons

e pr

ovid

es

for

part

I

�tw

o id

entif

ied

quan

titie

s tha

t ar

e us

ed in

a m

eani

ngfu

l co

mpa

riso

n th

at c

onfir

ms t

he

conj

ectu

re.

The

res

pons

e pr

ovid

es

for

part

II

�re

cogn

ition

that

the

tem

pera

ture

mus

t get

col

der

to

allo

w th

e pl

ane

to ta

ke o

ff.

OR

Not

es:

1.T

he d

esig

nate

d er

rors

are

:

�tr

ansc

ript

ion

erro

rs

�an

inco

rrec

t res

ult t

o a

corr

ectly

stat

ed o

pera

tion

�in

appr

opri

ate

roun

ding

that

cha

nges

the

answ

er a

t the

exp

ecte

d ac

cura

cy

�us

ing

a no

n-lin

ear

mod

el in

par

t I

�us

ing

40%

incr

ease

of s

tand

ard

take

-off

dis

tanc

e (1

274m

) fro

m p

art I

as

the

take

-off

dis

tanc

e of

the

plan

e fo

r pa

rt II

�in

par

t II,

wor

king

that

red

uces

the

take

-off

dist

ance

but

quo

tes

the

deri

ved

tem

pera

ture

as a

pos

itive

.

2.A

suita

ble

met

hod

in p

art I

I fin

ds th

e pe

rcen

tage

dec

reas

e of

the

altit

ude-

adju

sted

ta

ke-o

ff di

stan

ce r

equi

red

for

the

plan

e to

just

take

off

.

Mod

el R

espo

nse:

I. A

ltitu

de a

djus

tmen

t for

129

8 m

abo

ve se

a le

vel

= x

10%

= 4

3.3%

incr

ease

to th

e st

anda

rd ta

ke-o

ff d

ista

nce

Adj

uste

d ta

ke-o

ff d

ista

nce

= 1.

433

x 91

0 m

= 1

304.

03 m

Perm

itted

take

-off

dis

tanc

e =

85%

of r

unw

ay=

0.85

x 1

460

m =

124

1 m

As a

djus

ted

take

-off

dis

tanc

e of

130

4.03

m e

xcee

ds th

e pe

rmitt

ed

take

-off

dis

tanc

e of

124

1 m

the

plan

e ca

nnot

take

off

.

II.

The

pla

ne�s

take

-off

dis

tanc

e of

130

4.03

m m

ust b

e re

duce

d to

124

1 m

so

the

tem

pera

ture

mus

t be

redu

ced

such

that

1%

dec

reas

e co

mes

from

1° C

dec

reas

e

Perc

enta

ge d

ecre

ase

requ

ired

=

x 1

00%

= 4.

8%If

the

tem

pera

ture

dro

ps to

-4.8

° C th

e pl

ane

will

be

perm

itted

to ta

ke o

ff.

1298

300

--------

----

1304

.03

1241

–13

04.0

3----

--------

--------

--------

--------

------

Las

t Pag

e C

ount


Queensland Curriculum & Assessment AuthorityPO Box 307, Spring Hill QLD 4004 AustraliaLevel 7, 154 Melbourne Street, South BrisbaneT + 61 7 3864 0299F + 61 7 3221 2553

www.qcaa.qld.edu.au

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