Retrospective 2011 Short Response - Home [Queensland · PDF file ·...

Retrospective2011 Queensland Core Skills Test

Short Response (SR) (Part 2of 5)

10

Short Response (SR)CommentaryThis year’s SR subtest comprised 17 items across eight units. As students worked through each unit, they interacted with challenging and engaging stimulus material. 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 as diverse as mathematics, science, history, IT, literature, physical and social sciences and visual arts.

This year’s paper was varied in its content, covering a broad range of CCEs. The different tasks included using various mathematical formulae, presenting data in a table, investigating the behaviour of a correction factor, testing the strength of passwords, drawing an arc with a compass, composing a short speech, explaining using examples, comparing and giving reasons for differences, justifying a personal interpretation from stimuli as diverse as a company logo, a photographic triptych and a historical account. These tasks aimed to interest students and impart knowledge while assessing student achievement.

Model responses and commentaries on student performanceWhat follows is an item-by-item discussion that includes model responses and marking schemes, tables and graphs of the distributions of grades, and commentaries that discuss how students handled the tasks noting some common observed errors and that give suggestions that might be useful. 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 it is not possible to provide examples of the many ways in which 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 schemesThe 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 but 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.

For organisational purposes during the marking operation, the testpaper units were grouped into five marking units. In 2011, Marking Unit 1 contained testpaper units One and Five, Marking Unit 2 contained testpaper units Two and Eight, Marking Unit 3 contained testpaper unit Three, Marking Unit 4 contained testpaper units Four and Six and Marking Unit 7 contained testpaper unit Seven.

Since all short response items are double marked, this means that a student’s response booklet was marked by at least 10 different independent markers — more, if any response/s required referee marking.

| Retrospective 2011 QCS Test

SR 2011 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 2.

Unit Item Basket Common Curriculum Elements

OneCollatz

1 16 Calculating with or without calculators37 Applying a progression of steps to achieve the required answer

TwoUnilever

2 4 Interpreting the meaning of words …5 Interpreting the meaning of pictures …31 Interrelating ideas/themes/issues

ThreeKangaroo Count

3 14 Compiling results in a tabular form16 Calculating with or without calculators17 Estimating numerical magnitude19 Substituting in formulae33 Reaching a conclusion which is consistent with a given set of

assumptions37 Applying a progression of steps to achieve the required answer

4

5

FourTunnel

6 10 Using vocabulary appropriate to a context29 Comparing, contrasting31 Interrelating ideas/themes/issues33 Inferring43 Analysing48 Justifying

7

FivePassword Protected

8 6 Interpreting the meaning of tables …7 Translating from one form to another13 Recording/noting data16 Calculating with or without calculators19 Substituting in formulae30 Classifying36 Applying strategies to trial and test ideas and procedures43 Analysing46 Creating/composing/devising

9

10

SixTriptych

11 5 Interpreting the meaning of pictures/illustrations31 Interrelating ideas/themes/issues43 Analysing

SevenIsland Views

12 6 Interpreting the meaning of … maps …16 Calculating with or without calculators17 Estimating numerical magnitude19 Substituting in formulae32 Deducing37 Applying a progression of steps to achieve the required answer43 Analysing50 Visualising57 Manipulating/operating/using equipment

13

14

EightRhetoric

15 4 Interpreting the meaning of words …10 Using vocabulary appropriate to a context26 Explaining to others27 Expounding a viewpoint30 Classifying43 Analysing44 Synthesising45 Evaluating46 Creating/composing/devising

16

17

Queensland Studies Authority | 11

12

Unit One

This unit is based on a cartoon that makes reference to the Collatz Conjecture.

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

Item 1

Model response

CommentaryItem 1 is a two-star item that tested achievement in CCEs 37 Applying a progression of steps to achieve the required answer and 16 Calculating with or without calculators.

This item required students to look at a cartoon that made reference to a mathematical conjecture by Lothar Collatz. Students were to show two different ways of calculating the value of the number that belongs in the empty enlarged bubble on the left-hand side of the cartoon. The actual conjecture was articulated for the students separate to the cartoon.

An A-grade response needed to show the correct working to provide 53 as the required number. The two acceptable calculations showed 106 (an even number) divided by 2 and 160 minus 1 then divided by 3. No incorrect working could be shown in the creditable parts of the response. Students should be careful to only submit their final response and to clearly cross out any other working.

The responses that were awarded a B-grade mostly showed that students did not do as the stem instructed and calculate 53 from 160 but simply verified that using 53 and applying the rule for an odd number would give 160 as the result. Students should be mindful of responding to the specific task stipulated in the stem.

A B C D E N O

Item 1 45.4 23.9 16.5 9.9 4.1

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

I. Show two different ways of calculating the value of the number that belongs in the

enlarged bubble on the left-hand side of the cartoon.

II. Write the number that belongs in the enlarged bubble here.

Show all steps of one calculation here.

Show all steps of the other calculation here.

53

106 ÷ 2 = 53

160 – 1= 53

3

A B C N O

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14

Unit Two

This unit is based on the multifaceted mission statement of a particular company and the logo that appears on its products.


Item 2

Model response

A B C D E N O

Item 2 0.9 11.3 23.1 61.3 2.1 1.3


ITEM 2 [***]

Using examples, explain how the mission statement is reflected in the logo.

...............................................................................

...............................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

In the white space around

the logo, label features of

the logo to which you refer.

The style used in drawing the many small icons gives a feeling of

‘movement’ which reflects vitality. Nutrition is indicated through

the carrot and the spoon, hygiene by the water splash, personal care by the pot of

moisturiser and the long-sleeved shirt to protect from sunburn. The smiling lips

represent looking good, the heart represents feeling good and the palm tree reminds us

of tropical holidays and getting more out of life.

palm tree

spoon

carrot

smiling lips

water splash

heart

shirt

pot of moisturiser


CommentaryItem 2 is a three-star item that tested achievement in CCEs 4 Interpreting the meaning of words …, 5 Interpreting the meaning of pictures … and 31 Interrelating ideas/themes/issues.

This item required students to explain, using examples, how the mission statement is reflected in the logo. The cue indicated that students should label features of the logo in the white space around the logo. The intention of this was to allow unambiguous interpretation of what students were referring to in their written responses.

The mission statement included seven facets: vitality; the three needs of nutrition, hygiene and personal care; and the three aspirations of feeling good, looking good and getting more out of life. The logo used visual features such as picture icons (the DNA symbol, fish, carrot, hands) and the actual shape and colour of the logo (flowing lines, the vibrant purple colour, U shape).

The marking scheme recognised two different ways of approaching the task. One way was to find individual features to represent needs, aspirations and vitality as referred to in the mission statement. Another way was to show how the three needs were represented in the logo and then make links from the needs to the aspirations (or vitality), e.g. ‘The water bubbles represent hygiene and if you are clean you will certainly feel good.’

It was not enough just for responses to make an association between a facet and a feature of the logo. Responses had to show how it was represented, e.g. ‘The bird stands for the blue bird of happiness and happiness makes you feel good.’

An A-grade response could either show how six of the seven facets were represented in the logo or show how the three needs were represented and then make sufficient credible links to reveal how the three aspirations (or two aspirations and vitality) were achieved.

Many students discussed the features of the logo but did not show the link between this discussion of the logo and a facet, e.g. vitality or personal needs. The link had to be explicit.

Students should practise identifying all the key words of the stimulus material and the item stem to better understand exactly what to do. Responses that mentioned a few features of the logo and then had a general discussion of the company’s positive intentions or their respect for the environment were graded at the lower end of the marking scheme because they focused on the logo rather than linking the logo to the mission statement.

A B C N O

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th

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ks

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are

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logo.

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D

Th

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how

s h

ow

on

e fa

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is

rep

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n t

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log

o.

Th

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dis

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of

posi

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of

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wh

ich

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ren

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to e

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les

fro

m t

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log

o.

OR

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s’ a

re n

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an

d p

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ood,

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2.

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t asp

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of

the

logo.

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ace

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nte

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it

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re c

ited

is

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le t

o b

e in

terp

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d a

s re

pre

sen

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ve

of

tha

t fa

cet.

So

me

ass

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on

s a

re c

lea

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arr

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ng

nu

trit

ion

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ther

s w

ill

req

uir

e a s

tate

men

t to

mak

e th

e ass

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on

cle

ar

(e.g

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e p

alm

tre

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ts g

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ng m

ore

ou

t of

life

bec

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se i

t is

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holi

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4.

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e fo

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ssoci

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lity

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div

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al

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div

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al

asp

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s, t

wo

or

thre

e n

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y o

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ree

asp

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son

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ood

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pes

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past

ry (

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ish

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r/w

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wate

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lash

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bb

les

han

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bb

les

han

d +

wate

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soap

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ds

con

tain

er/p

ot

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turi

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vit

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in/p

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man

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hir

t to

pro

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un

bu

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he

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ips

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look

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ood

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e h

eart

rep

rese

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feel

ing g

ood

an

d t

he

palm

tre

e re

min

ds

us

of

trop

ical

holi

days

an

d g

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ore

ou

t of

life

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ree

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oo

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good

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he

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18

Unit Three

The items of this unit are based on information about aerial surveys undertaken in order to estimate numbers of kangaroos.

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

Item 3

Model response

A B C D E N O

Item 3 11.8 18.1 33.4 7.3 25.2 4.2

Item 4 26.8 22.5 20.8 12.2 11.5 6.2

Item 5 2.4 6.4 7.2 25.7 12.5 28.8 17


For a survey of 21 counting periods, what total survey area (in km2) was viewed by the two

observers?

..............................................................................................

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Show all

steps. Distance travelled by each observer = 21 x x 18560 x 60

87

Area seen by one observer = 93.8875 x 0.2 = 18.7775

Area seen by two observers = x 2 = 37.555 km2

18.7775

= 93.8875


CommentaryItem 3 is a three-star item that tested achievement in CCEs 37 Applying a progression of steps to achieve the required answer and 16 Calculating with or without calculators.

This item required students to find the total area (in km2) surveyed by two observers counting kangaroos from a plane travelling at 185 km/h. The count was done within strips, 200 metres wide, either side of the plane during 21 observation periods each lasting 87 seconds. The cue instructed students to show all steps.

To find the total survey area the area of the rectangular survey strip on each side of the plane had to be found by multiplying the width of the strip by its length. The length, the distance flown by the plane, would be calculated by multiplying the speed of the plane by the time of the counting periods. The area of one strip would then be doubled to account for the two observers. Two unit conversions were necessary to correctly calculate the total survey area — one to have the length and the width in the same units and the other to have the speed and the time using compatible units. As the result was required in km2 the most efficient units to work in would have been kilometres for the length and therefore for time, hours. Some students chose to work in metres but then had to convert m2 to km2. This is a more involved conversion and was not handled well.

An A-grade response found the total area by a correct combination of the given data and correctly attended to unit conversions and rounding. No incorrect working could be shown.

The cue instructing students to show all steps was mostly heeded. Some responses showed good progress towards a solution but failed to track which data had been used and so left some information out. This led to incomplete solutions which could not be awarded the highest grade. A common omission was to leave out the information that there were two observers.

A general lack of awareness about the importance of matching units was also evident with responses frequently showing poor management of the mixture of metres, kilometres, seconds, minutes and hours. When many pieces of data must be combined to work towards a solution it is important to record when and how each piece is used. This can be done best by noting in words beside the mathematical steps what is being found by a particular calculation. It is also important to write the units next to the data and ensure that calculations only occur between compatible units.

A B C N O

100%

D


20

UN

IT

TH

RE

EIT

EM

3

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 3

1 o

f 4

N

Res

pon

se i

s

un

inte

llig

ible

or

do

es n

ot

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

37

Ap

ply

ing

a p

rog

ress

ion

of

step

s to

ach

iev

e th

e re

qu

ired

an

swer

16

Ca

lcu

lati

ng

wit

h o

r w

ith

ou

t ca

lcu

lato

rs

C

Th

e re

spon

se s

how

s w

ork

ing t

hat

incl

ud

es a

t le

ast

on

e co

rrec

t u

nit

con

ver

sio

n c

orr

ectl

y u

sed

wit

h t

hre

e o

f

the

five

key

nu

mb

ers.

Th

e re

spon

se s

how

s th

e an

swer

for

the

tota

l a

rea i

s b

etw

een

37

.25

an

d 3

7.8

5

incl

usi

ve.

OR

A

Th

e re

spon

se s

how

s w

ork

ing t

hat

corr

ectl

y a

tten

ds

to

•u

nit

con

ver

sion

s

•th

e si

ngle

-str

ip a

rea

•th

e to

tal

are

a.

Th

e a

nsw

er f

or

the

tota

l a

rea

is

bet

wee

n

37.2

5 a

nd

37

.85 i

ncl

usi

ve.

No i

nco

rrec

t w

ork

ing i

s sh

ow

n.

B

Th

e re

spon

se s

how

s w

ork

ing t

hat,

exce

pt

for

at

mo

st O

NE

ob

serv

ab

le e

rror,

att

end

s

to •u

nit

con

ver

sion

s

•a

sin

gle

-str

ip a

rea

•a

to

tal

are

a.

Th

e a

nsw

er f

or

the

tota

l a

rea

is

con

seq

uen

tiall

y c

orr

ect.

D

Th

e re

spon

se s

how

s w

ork

ing t

hat

incl

ud

es 4

.47 o

r it

s eq

uiv

ale

nt.

Th

e re

spon

se s

how

s w

ork

ing t

hat

incl

ud

es a

nom

inate

d l

ength

mu

ltip

lied

by

th

e w

idth

wh

ich

is

then

mu

ltip

lied

by e

ith

er

•2

1

or

•2

.

Th

e re

spon

se s

how

s w

ork

ing t

hat

incl

ud

es a

nom

inate

d s

pee

d

mu

ltip

lied

by

a t

ime

valu

e w

hic

h i

s

then

mu

ltip

lied

by O

NE

of

•0

.2 o

r 2

00

or

•2

1

or

•2

.

OR

OR

Note

s:

1.

Th

e ‘u

nit

co

nver

sion

s’ i

ncl

ud

e ti

me

con

ver

sion

(s),

con

ver

sion

of

km

/hr

to o

ther

un

its

an

d w

idth

con

ver

sion

.

2.

‘Ob

serv

ab

le’

mea

ns

that

suff

icie

nt

inte

rmed

iate

ste

p(s

) are

show

n s

o t

hat

an

in

fere

nce

does

not

nee

d t

o b

e m

ad

e ab

ou

t an

inco

rrec

t re

sult

.

3.

An

err

or

can

in

clu

de

•on

e in

corr

ect

un

it c

on

ver

sio

n

•a r

eco

gn

isa

ble

tra

nsc

rip

tio

n e

rro

r

•si

ngle

in

term

edia

te i

nap

pro

pri

ate

ro

un

din

g.

4.

‘Th

e co

rrec

t u

se o

f k

ey n

um

ber

s’ i

ncl

ud

es m

ult

ipli

cati

on

by

•185 o

r eq

uiv

ale

nt

for

the

spee

d o

f th

e p

lan

e

•87 o

r eq

uiv

ale

nt

for

the

tim

e fo

r ea

ch s

trip

•200 o

r eq

uiv

ale

nt

for

calc

ula

tin

g t

he

are

a o

f st

rip

s

•21 f

or

21 c

ou

nti

ng p

erio

ds

•2 f

or

acc

ou

nti

ng f

or

two o

bse

rver

s.

Mod

el R

esp

on

se:

Dis

tan

ce t

ravel

led

by

ea

ch o

bse

rver

= = 9

3.8

875

Are

a s

een

by

on

e o

bse

rver

=

Are

a s

een

by t

wo o

bse

rver

s =

21

87

60

60

------------------

18

5

93

.887

50

.218.7

775

=

18

.777

52

37

.55

5 k

m2

=

Last

Page

Cou

nt


Item 4

Model response

CommentaryItem 4 is a two-star item that tested achievement in CCEs 17 Estimating numerical magnitude, 16 Calculating with or without calculators and 37 Applying a progression of steps to achieve the required answer.

This item explained how, after an aerial survey was conducted, the kangaroo count obtained was revised upwards to compensate for those kangaroos missed by the observers. The survey count is multiplied by a vegetation correction factor as the density of the vegetation cover in the survey area is a significant variable

affecting the visibility of the kangaroos from the air. A table showing the different cover factors for light, medium and heavy vegetation for both red and western grey kangaroos was provided in the introduction to the item. The outcome of a survey of part of a block of land with medium vegetation cover was given. Students had to use proportion to arrive at an estimate for the red kangaroo population of the entire block. There were instructions in the cues to show all steps and to round the answer to the nearest 100 kangaroos.

An A-grade response needed to show, (not necessarily in this order): multiplication of the survey count (244) by the correct vegetation correction factor (2.43); calculations to increase this figure proportionately considering that the survey area was 54 km2 and the entire block was 10663 km2. The answer was required to be rounded to the nearest hundred for a final estimate of 117100.

Many of the responses that gained a B-grade did not round the answer to the nearest hundred kangaroos. For a response to be capable of receiving the highest grade the stem and any cues must be attended to. When a particular rounding is required by a cue a common mistake is for intermediate results to be rounded. This cumulative rounding usually gives a result that is not sufficiently accurate. The requested rounding should only be done at the last step. The ‘save’ and ‘recall’ functions on the calculator are useful in maintaining the full numerical result of calculations as they are executed. This gives the most accurate and correct answer.

Students should be encouraged to check the reasonableness of their final answer. Some students gave population estimates only slightly more than the number of kangaroos sighted; for example, 480 is roughly double the survey count of 244 but the block of land is clearly more than twice as big as the survey area. After arriving at a result the stem should be read again and the result considered against the data provided.

Find the total population estimate of red kangaroos in this 10663 km2 block of land.

...........................................................................................

...........................................................................................

...........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Show all steps.

Round your

estimate to

the nearest

hundred.

estimated population in survey area = 244 x 2.43 = 592.92

total population estimate = x 10663

= 117079.74

54

592.92

= 117100to nearest hundred

A B C N O

100%

D


22

UN

IT

TH

RE

EIT

EM

4

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 3

2 o

f 4

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

has

bee

n m

ad

e

at

an

y t

ime.

17

Est

ima

tin

g n

um

eric

al

ma

gn

itu

de

16

Ca

lcu

lati

ng

wit

h o

r w

ith

ou

t ca

lcu

lato

rs

37

Ap

ply

ing

a p

rog

ress

ion

of

step

s to

ach

iev

e th

e re

qu

ired

an

swer

C

Th

e re

spon

se s

how

s

•ca

lcu

lati

on

s a

sso

cia

ted

wit

h a

mea

nin

gfu

l p

rop

ort

ion

•a

t le

ast

on

e oth

er c

orr

ect

calc

ula

tio

n

tow

ard

a t

ota

l p

op

ula

tio

n e

stim

ate

.

Th

e re

spon

se s

how

s

•a

veg

etati

on

fact

or

use

d c

orr

ectl

y

•ca

lcu

lati

on

s ass

oci

ate

d w

ith

a

mea

nin

gfu

l p

rop

ort

ion

.

OR

A

Th

e re

spon

se s

how

s

•th

eveg

etati

on

fact

or

use

d c

orr

ectl

y

•corr

ect ca

lcu

lati

on

s ass

oci

ate

d w

ith

a

mea

nin

gfu

l p

rop

ort

ion

•11

7100 a

s th

e to

tal

pop

ula

tion

esti

ma

te.

B

Th

e re

spon

se s

how

s

•th

ev

eget

ati

on

fa

cto

r u

sed

co

rrec

tly

AN

D

all

ow

ing f

or

at

most

on

e ob

serv

ab

le

erro

r

•ca

lcu

lati

on

s a

ssoci

ate

d w

ith

a

mea

nin

gfu

l p

rop

ort

ion

•a

con

seq

uen

tiall

y c

orr

ect

resu

lt.

Th

e re

spon

se s

how

s

•a

veg

etati

on

fact

or

use

d c

orr

ectl

y

•co

rrec

t ca

lcu

lati

on

s ass

oci

ate

d w

ith

a

mea

nin

gfu

l p

rop

ort

ion

•a c

orr

ectl

y c

alc

ula

ted

to

tal

pop

ula

tio

n e

stim

ate

•th

is t

ota

l es

tim

ate

co

rrec

tly

ro

un

ded

to t

he

nea

rest

hu

nd

red

kan

garo

os.

Th

e re

spon

se s

how

s

117

10

0 o

r 11

70

80

or

117

07

9 a

s th

e to

tal

pop

ula

tion

est

imate

.

OR

OR

D

Th

e re

spon

se s

how

s w

ork

ing t

hat

incl

ud

es t

he

mu

ltip

lica

tio

n o

f

•th

e v

eget

ati

on

co

rrec

tio

n f

act

or

an

d

•th

e s

urv

ey c

ou

nt.

Th

e re

spon

se s

how

s

•ca

lcu

lati

on

s ass

oci

ate

d w

ith

a

mea

nin

gfu

l p

rop

ort

ion

.

OR

Mod

el R

esp

on

se:

1.

esti

mate

d p

op

ula

tion

in

su

rvey

are

a =

=

592.9

2

tota

l p

op

ula

tion

est

imate

=

= 1

17 0

79.7

4,

to n

eare

st h

un

dre

d =

11

7 1

00.

24

42

.43

59

2.9

2

54

----------------

10

66

3

No

tes:

1.

Mea

nin

gfu

l p

rop

ort

ion

s are

10663/5

4 (

surv

ey a

reas

per

tota

l b

lock

), 2

44/5

4 (

roos/

km

2),

54

/24

4 (

km

2/r

oo).

2.

‘Ob

serv

ab

le’

mea

ns

that

suff

icie

nt

inte

rmed

iate

ste

p(s

) are

sh

ow

n s

o t

hat

an

in

fere

nce

does

not

nee

d t

o b

e

ma

de

ab

ou

t a

n i

nco

rrec

t re

sult

.

3.

An

err

or

can

in

clu

de

a t

ran

scri

pti

on

err

or ,

a m

ech

an

ica

l er

ror

or

a s

ing

le i

nte

rmed

iate

in

ap

pro

pri

ate

rou

nd

ing.

Last

Page

Cou

nt


Item 5

Model response

CommentaryItem 5 is a four-star item that tested achievement in CCEs 19 Substituting in formulae, 14 Compiling results in a tabular form and 33 Reaching a conclusion which is consistent with a given set of assumptions.

This item required students to investigate the correction factor that is used to account for the ground temperature (the GTCF) and its effect on an accurate estimate of kangaroo populations. The GTCF equals 1 for temperatures up to 15°C and for temperatures from 15°C to 40°C, it is calculated using a given formula.

Data based on at least four temperatures was to be presented in a table and then the need for the GTCF had to be discussed (based on its behaviour and the job it was required to do in producing a better final estimate of the population of kangaroos in the survey area). Cues indicated that students were to refer to their table and to identify both practical and mathematical considerations within their response.

An A-grade response needed to provide a table that contained four temperatures spread across the range given in the introductory information. The correct corresponding GTCF data could either have been the GTCF values or the GTCF values multiplied by a nominated number of kangaroos. The table required headings for each of the rows or each of the columns depending on the table's orientation. The response also needed to provide a clear and correct description of the interactions between the variables in the question. The first interaction was between the temperature and the GTCF which increased at an increasing rate as the temperature rose. The second was that as the temperature increased kangaroos were more likely to seek shade. The third was that this kangaroo behaviour would make them difficult to spot and count from a plane. The final interaction was about how a GTCF greater than one multiplied by the kangaroo count would compensate for the decreasing kangaroo count by increasing the numbers to obtain a realistic final estimate.

Once again the correct use of the calculator was essential to gathering the data that would be useful in the response. The formula to be used in this item consisted of an algebraic fraction. Brackets should be used around the numerator or denominator when it contains an operation if the correct calculations are to be executed.

...........................................................................................

...........................................................................................

...........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Refer to your

table.

Identify both

practical and

mathematical

considerations.

temperature 15°C 20°C 25°C 30°C 35°C 40°C

GTCF 1 1.1876 1.4619 1.9011 2.7176 4.7619

As the ground temperature rises, the GTCF rises. Above 15 degrees

kangaroos begin sheltering from the heat under vegetation and become

difficult to spot and count. At 15 degrees the estimate is accurate as the

GTCF is 1 but with increasing temperature the count underestimates the

actual population by more and more. To counteract this, the GTCF rises by progressively

more as the temperature rises. For example, at 30 degrees about half the kangaroos are

visible to observers whereas at 40 degrees about one in 5 of the kangaroos is visible so

the count must be multiplied by 4.76 — about 5 to get a better final estimate.

A B C D N O

100%

E


24

UN

IT

TH

RE

EIT

EM

5

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 3

3 o

f 4

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

has

bee

n m

ad

e

at

an

y t

ime.

19

Su

bst

itu

tin

g i

n f

orm

ula

e1

4C

om

pil

ing

res

ult

s in

a t

ab

ula

r fo

rm

33

Rea

chin

g a

co

ncl

usi

on

wh

ich

is

con

sist

ent

wit

h a

giv

en s

et o

f a

ssu

mp

tio

ns

C

Th

e ta

ble

pre

sen

ted

sh

ow

s

•fo

ur

tem

per

atu

res

wh

ich

are

wit

hin

th

e giv

en r

an

ge

•co

rres

pon

din

g G

TC

F d

ata

•a

su

itab

le h

ead

ing f

or

on

e

row

or

on

e co

lum

n.

Th

e re

spon

se c

learl

y a

nd

corr

ectl

y d

escr

ibes

an

y T

WO

of

the

fou

r in

tera

ctio

ns.

A

Th

e ta

ble

pre

sen

ted

sh

ow

s

•fo

ur

tem

per

atu

res

wh

ich

are

spre

ad

acr

oss

th

e giv

en

ran

ge

•th

e co

rrec

t co

rres

pon

din

g

GT

CF

da

ta

•su

itab

le h

ead

ings

for

both

row

s o

r b

oth

co

lum

ns.

Ref

eren

ce i

s m

ad

e to

th

e ta

ble

show

n.

Th

e re

spon

se c

learl

y a

nd

corr

ectl

y d

escr

ibes

AL

L o

f th

e

fou

r in

tera

ctio

ns.

B

Th

e ta

ble

pre

sen

ted

sh

ow

s

•th

ree

tem

per

atu

res

wh

ich

are

sp

read

acr

oss

th

e giv

en

ran

ge

•th

e co

rrec

t co

rres

po

nd

ing

GT

CF

da

ta

•a

su

ita

ble

hea

din

g f

or

on

e

row

or

on

e co

lum

n.

Th

e re

spon

se c

lea

rly a

nd

corr

ectl

y d

escr

ibes

an

y

TH

RE

E o

f th

e fo

ur

inte

ract

ion

s.

D

Th

e ta

ble

pre

sen

ted

cle

arl

y

show

s

•fo

ur

tem

per

atu

res

wh

ich

are

wit

hin

th

e giv

en r

an

ge

•th

e co

rrec

t co

rres

pon

din

g

GT

CF

da

ta.

Th

e re

spon

se c

learl

y a

nd

corr

ectl

y d

escr

ibes

an

y T

WO

of

the

fou

r in

tera

ctio

ns.

OR

E

Th

e re

spo

nse

cle

arl

y s

ho

ws

•a

tem

per

atu

re th

at is

gre

ate

r

than

15°C

has

bee

n

sub

stit

ute

d i

nto

th

e G

TC

F

form

ula

•a

co

rrec

t co

rres

po

nd

ing

GT

CF

valu

e h

as

bee

n

calc

ula

ted

.

Th

e re

spon

se c

learl

y a

nd

corr

ectl

y d

escr

ibes

an

y O

NE

of

the

fou

r in

tera

ctio

ns.

OR

Note

s:

1.

GT

CF

data

is

der

ived

eit

her

fro

m a

pp

lica

tion

of

the

GT

CF

form

ula

or

from

th

e G

TC

F m

ult

ipli

ed b

y a

con

stan

t n

um

ber

of

kan

garo

os.

2.

‘Th

e giv

en r

an

ge’

can

be

15°C

(or

on

e oth

er

tem

per

atu

re b

elow

15°C

) an

d a

t le

ast

th

ree

oth

er t

emp

eratu

res

from

16°C

to 4

0°C

in

clu

sive

OR

at

least

fou

r te

mp

eratu

res

from

16°C

to

40°C

in

clu

sive.

3.

Th

e in

tera

ctio

ns

are

•te

mp

era

ture

an

d t

he

valu

e o

f th

e G

TC

F

•te

mp

era

ture

, k

an

ga

roo

beh

av

iou

r a

nd

vis

ibil

ity o

f k

an

garo

os

•v

isib

ilit

y o

f k

an

ga

roo

s a

nd

ka

ng

aro

o c

ou

nt

•th

e G

TC

F a

nd

ob

tain

ing a

n a

ccu

rate

fin

al

esti

mate

base

d o

n t

he

kan

garo

o c

ou

nt.


MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 3

4 o

f 4

UN

IT

TH

RE

EIT

EM

5

Last

Page

Cou

nt

Mod

el R

esp

on

se 1

.

As

the

gro

un

d t

emp

eratu

re r

ises

, th

e G

TC

F r

ises

. A

bove

15 d

egre

es k

an

garo

os

beg

in s

hel

teri

ng f

rom

the

hea

t u

nd

er v

eget

ati

on

an

d b

ecom

e d

iffi

cult

to s

pot

an

d c

ou

nt.

At

15 d

egre

es t

he

esti

ma

te is

acc

ura

te

as

the

GT

CF

is

1 b

ut

wit

h i

ncr

easi

ng t

emp

eratu

re t

he

cou

nt

un

der

esti

mate

s th

e a

ctu

al

pop

ula

tio

n b

y

more

an

d m

ore

. T

o c

ou

nte

ract

th

is, th

e G

TC

F r

ises

by p

rogre

ssiv

ely m

ore

as

the

tem

per

atu

re r

ises

. F

or

exam

ple

, at

30 d

egre

es a

bou

t h

alf

th

e k

an

garo

os

are

vis

ible

to o

bse

rver

s w

her

eas

at

40 d

egre

es a

bou

t

on

e in

5 o

f th

e k

an

ga

roo

s is

vis

ible

so t

he

cou

nt

mu

st b

e m

ult

ipli

ed b

y 4

.76

— a

bo

ut

5 t

o g

et a

bet

ter

fin

al

esti

ma

te.

tem

per

atu

re1

5°C

20°C

25

°C3

0°C

35

°C4

0°C

GT

CF

11

.1876

1.4

619

1.9

011

2.7

176

4.7

619

Mod

el R

esp

on

se 2

.

Th

e ta

ble

sh

ow

s th

e G

TC

F, w

hen

ap

pli

ed t

o a

co

un

t o

f 2

44

kan

ga

roo

s, i

ncr

ease

s

from

244 t

o 1

162 a

s te

mp

eratu

re r

ises

fro

m 1

5°

to 4

0°.

Th

is i

nd

icate

s as

gro

un

d

tem

per

atu

re g

ets

hott

er, m

ore

an

d m

ore

kan

garo

os

are

lik

ely t

o h

ide

un

der

veg

eta

tio

n m

ak

ing

th

em h

ard

er t

o s

ee f

rom

a s

urv

ey p

lan

e an

d t

her

efo

re t

her

e’s

a

nee

d t

o a

dju

st t

he

cou

nt

up

ward

s. M

ult

iply

ing b

y a

GT

CF

th

at

incr

ease

s at

an

incr

easi

ng r

ate

hel

ps

acc

ura

tely

ad

just

su

rvey

nu

mb

ers

to a

ccou

nt

for

the

fact

les

s

kan

garo

os

are

vis

ible

as

more

an

d m

ore

sh

elte

r fr

om

th

e h

eat

the

hott

er i

t get

s.

tem

p (

°C)

GT

CF

x c

ou

nt

of

244 k

an

garo

os

15

24

4

20

29

0

25

35

7

30

46

4

40

116

2


26

Unit Four

The items of this unit are based on historical information about accidents involving explosives that occurred during the construction of a railway tunnel in Brisbane.


Item 6

Model response

CommentaryItem 6 is a three-star item that tested achievement in CCEs 33 Reaching a conclusion which is consistent with a given set of assumptions, 10 Using vocabulary appropriate to a context and 48 Justifying.

Students were required to identify three different characteristics/qualities of John from the extract provided in the stimulus. The cue asked them to provide evidence to justify those characteristics. The grade awarded to a response depended upon the number of qualities stated, how clearly they were stated, and how they were justified.

An A-grade response needed to provide three different distinguishing qualities, each directly supported by an explicitly identified aspect of the text. Responses needed to demonstrate that a conclusion had been drawn about John’s character consistent with, and based on, information provided in the extract. The response needed to move beyond what the extract related about John’s behaviour on the particular day in question, and make an inference about his qualities as a person.

Many responses did not provide three clearly different qualities. A common but incorrect approach was to simply identify adjectives from the extract, e.g. uncertain, angry. Other responses, whilst they provided three different qualities, did not provide any evidence to support them. Responses that generally tended to retell the story, rather than answer the question that was asked could not be awarded a creditable grade.

A B C D E N O

Item 6 14.6 42.9 26.4 7.4 7 1.6

Item 7 1.3 5.9 16.8 28.2 28.1 13.1 6.7


State three clearly different characteristics of John that the author has revealed in this extract.

...........................................................................................

...........................................................................................

...........................................................................................

............................................................................................................

............................................................................................................

Provide

evidence from

the extract.

You may use

point form.

John is stubborn — “John, being John, wasn’t about to give in”.

This shows that John had a habit of standing his ground.

John is cautious — he did not take unnecessary risks in his job. He didn’t set

the second blast because he was uncertain as to its safety. John is principled — he walked

off the job (hence sacrificing his livelihood) rather than compromising safety.

A B C D N O

100%


UN

IT

FO

UR

IT

EM

6

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 4

1 o

f 5

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

33

Infe

rrin

g

10

Usi

ng

vo

cab

ula

ry a

pp

rop

ria

te t

o a

co

nte

xt

48

Ju

stif

yin

g

C

Th

e re

spo

nse

ref

ers

to O

NE

dis

tin

gu

ish

ing q

uali

ty o

f Joh

n.

Th

e q

uali

ty i

s co

nsi

sten

t w

ith

a

reaso

nab

le r

ead

ing o

f th

e w

hole

extr

act

.

Th

e q

ua

lity

ref

erre

d t

o i

s d

irec

tly

sup

po

rted

by

ev

iden

ce b

ase

d o

n e

xp

lici

tly

iden

tifi

ed a

spec

ts o

f th

e ex

tract

.

A

Th

e re

spon

se s

tate

s T

HR

EE

dif

fere

nt

dis

tin

gu

ish

ing q

uali

ties

of

Joh

n.

Ea

ch q

ua

lity

is

con

sist

ent

wit

h a

reaso

nab

le r

ead

ing o

f th

e w

hole

extr

act

.

Each

of

the

TH

RE

E s

tate

d q

uali

ties

is

dir

ectl

y s

up

po

rted

by

evid

ence

ba

sed

on

exp

lici

tly

id

enti

fied

asp

ects

of

the

extr

act

.

B

Th

e re

spon

se s

tate

s T

WO

dif

fere

nt

dis

tin

gu

ish

ing q

uali

ties

of

Joh

n.

Each

qu

ali

ty i

s co

nsi

sten

t w

ith

a

rea

son

ab

le r

ead

ing

of

the

wh

ole

extr

act

.

Each

of

the

TW

O s

tate

d q

uali

ties

is

dir

ectl

y s

up

port

ed b

y e

vid

ence

base

d o

n

exp

lici

tly id

enti

fied

asp

ects

of

the

extr

act

.

Mod

el R

esp

on

se:

Joh

n i

s st

ub

born

— “

Joh

n, b

ein

g J

oh

n,

wasn

’t a

bou

t to

giv

e in

”.

Th

is s

how

s th

at

Joh

n h

ad

a h

ab

it o

f st

an

din

g h

is g

rou

nd

. Joh

n i

s ca

uti

ou

s —

he

did

not

tak

e

un

nec

essa

ry r

isk

s in

his

job

. H

e d

idn

’t s

et t

he

seco

nd

bla

st b

ecau

se h

e w

as

un

cert

ain

as

to i

ts s

afe

ty.

Joh

n i

s p

rin

cip

led

— h

e w

alk

ed o

ff t

he

job

(h

ence

sacr

ific

ing h

is

liv

elih

oo

d)

rath

er t

han

co

mp

rom

isin

g s

afe

ty.

Last

Page

Cou

nt

Note

s:

1.

Syn

on

ym

s are

to b

e tr

eate

d a

s a s

ingle

qu

ali

ty u

nle

ss t

he

resp

on

se e

stab

lish

es a

cle

ar

dis

tin

ctio

n i

n m

ean

ing.

2.

‘Su

pp

ort

ed b

y e

vid

ence

’ m

ean

s th

at

the

evid

ence

mu

st m

atc

h w

ith

th

e q

uali

ties

. A

leg

itim

ate

sta

ted

qu

ali

ty m

ay b

e u

nd

erm

ined

by u

nre

late

d e

vid

ence

.

3.

‘Dir

ectl

y s

up

port

ed’

mea

ns

that

the

lin

ks

are

est

ab

lish

ed b

y t

he

stu

den

t an

d a

mark

er d

oes

not

fill

th

e gap

.

4.

‘Exp

lici

tly i

den

tifi

ed’

can

be

ach

ieved

th

rou

gh

dir

ect

qu

ote

s, a

ccu

rate

lin

e re

fere

nci

ng,

para

ph

rasi

ng …

D

Th

e re

spo

nse

ref

ers

to T

WO

dif

fere

nt d

isti

ng

uis

hin

g q

ua

liti

es

of

Joh

n.

Each

qu

ali

ty is

con

sist

ent

wit

h a

reaso

nab

le r

ead

ing o

f th

e w

hole

extr

act

.


28

Item 7

Model response

CommentaryItem 7 is a four-star item that tested achievement in CCEs 31 Interrelating ideas/themes/issues, 29 Comparing and contrasting and 43 Analysing.

This item related to both the family story and a newspaper extract from around the same time as the incident. Students were instructed to assume that the two versions referred to the same incident. In this item students were required to consider various perspectives and motives, and to suggest reasons for the differences between them. The cue indicated that students should refer to details from both versions.

An A-grade response needed to identify two points of difference (PODs), and provide details of each source’s version of events for those PODs. Furthermore, the response needed to suggest at least one reason, from the perspective of the authors of each source, that could explain the differences.

Some responses showed little attention to detail, and made broad sweeping assertions rather than actually supporting what was said with any meaningful evidence. This highlights the need for careful reading and a methodical approach to answering the actual question asked. Students need to better distinguish between summarising or paraphrasing a text, and analysing it.

Assume — for argument’s sake — that this newspaper account and the family story refer to the

same incident. Consider various perspectives and possible motives, and hence suggest reasons

for the differences between the two versions.

...........................................................................................

...........................................................................................

...........................................................................................

Refer to details

from both

versions.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

One difference between the two versions is regarding who was to blame for

the accident. The family story blames the foreman for the charge being set

after John left. However, the news report blames the explosives person who

carelessly left powder lying around. It is possible that the foreman, who was interviewed

for the report, deflected attention away from what might have been his own poor decision

making. A second difference was about the timing of the accident. This difference may

simply be due to the story having been modified over years of telling between family

generations.

A B C N O

100%

D E


UN

IT

FO

UR

IT

EM

7

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 4

2 o

f 5

N

Res

pon

se i

s

un

inte

llig

ible

or

do

es n

ot

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

has

bee

n m

ad

e

at

an

y t

ime.

31

Inte

rrel

ati

ng

id

eas/

them

es/i

ssu

es

29

Co

mp

ari

ng

, co

ntr

ast

ing

43

An

aly

sin

g

C

Th

e re

spon

se

•re

fers

to

on

e P

OD

•p

rop

ose

s tw

o r

easo

ns

for

the

dif

fere

nce

fro

m t

he

per

spec

tive

of

on

e or

both

sou

rces.

A

Th

e re

spon

se

•id

enti

fies

tw

o p

oin

ts-o

f-

dif

fere

nce

(P

OD

s)

an

d f

or

on

e P

OD

,

•d

etail

s th

e p

urp

ort

ed f

act

s

from

each

so

urc

e

•p

rop

ose

s a r

easo

n f

or

the

dif

fere

nce

fro

m t

he

per

spec

tive

of

on

e so

urc

e

an

d f

or

the

sam

e o

r o

ther

PO

D

•p

rop

ose

s a r

easo

n f

or

the

dif

fere

nce

fro

m t

he

per

spec

tiv

e o

f th

e o

ther

sou

rce.

B

Th

e re

spon

se

•id

enti

fies

tw

o P

OD

s

an

d, o

ne

of

the

foll

ow

ing

•fo

r ea

ch P

OD

, p

rop

ose

s o

ne

reaso

n f

or

the

dif

fere

nce

from

th

e p

ersp

ecti

ve

of

eith

er s

ou

rce

or

•fo

r on

e P

OD

, p

rop

ose

s tw

o

reaso

ns

for

the

dif

fere

nce

from

th

e p

ersp

ecti

ve

of

on

e

or

bo

th s

ou

rces

.

Th

e re

spon

se

•id

enti

fies

on

e P

OD

•d

etail

s th

e p

urp

ort

ed f

act

s

fro

m e

ach

so

urc

e

•p

rop

ose

s tw

o r

easo

ns

for

the

dif

fere

nce

fro

m t

he

per

spec

tive

of

on

e or

both

sou

rces

.

OR

D

Th

e re

spon

se

•re

fers

to o

ne

PO

D

•p

rop

ose

s a r

easo

n f

or

the

dif

fere

nce

fro

m t

he

per

spec

tive

of

on

e so

urc

e.

Th

e re

spon

se p

rop

ose

s tw

o

poss

ible

rea

son

s th

at

cou

ld b

e

resp

on

sib

le f

or

on

e or

more

PO

Ds.

OR

E

Th

e re

spon

se r

efer

s to

tw

o

PO

Ds.

Th

e re

spo

nse

pro

pose

s o

ne

poss

ible

rea

son

th

at

cou

ld b

e

resp

on

sib

le f

or

a P

OD

.

OR

Mo

del

Res

po

nse

:

On

e d

iffe

ren

ce b

etw

een

th

e tw

o v

ersi

on

s is

reg

ard

ing w

ho w

as

to b

lam

e fo

r th

e acc

iden

t.

Th

e fa

mil

y s

tory

bla

mes

th

e fo

rem

an

for

the

charg

e b

ein

g s

et a

fter

Joh

n l

eft.

How

ever

,

the

new

s re

port

bla

mes

th

e ex

plo

sives

per

son

wh

o c

are

less

ly l

eft

pow

der

lyin

g a

rou

nd

. It

is p

oss

ible

th

at

the

fore

man

, w

ho w

as

inte

rvie

wed

for

the

rep

ort

, d

efle

cted

att

enti

on

aw

ay f

rom

wh

at

mig

ht

have

bee

n h

is o

wn

poor

dec

isio

n m

ak

ing. A

sec

on

d d

iffe

ren

ce w

as

ab

ou

t th

e ti

min

g o

f th

e acc

iden

t. T

his

dif

fere

nce

may s

imp

ly b

e d

ue

to t

he

story

havin

g

bee

n m

od

ifie

d o

ver

yea

rs o

f te

llin

g b

etw

een

fa

mil

y g

ener

ati

on

s.


30

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 4

3 o

f 5

UN

IT

FO

UR

IT

EM

7

Note

s:

1.

Th

e fo

llow

ing t

ab

le p

rovid

es e

xam

ple

s of

poin

ts-o

f-d

iffe

ren

ce (

PO

D)

an

d p

urp

ort

ed f

act

s:

2.

Som

e of

the

reaso

ns

that

may a

ccou

nt

for

a p

oin

t-of-

dif

fere

nce

(P

OD

) in

clu

de:

•th

e fa

mil

y s

tory

is

seco

nd

han

d/h

isto

rica

l p

ersp

ecti

ve

an

d m

ay h

ave

bee

n c

han

ged

over

tim

e

•th

e fa

mil

y s

tory

may b

e an

att

emp

t to

bu

ild

a h

ero

ic p

ictu

re o

f th

e an

cest

or

or

pro

tect

th

e an

cest

or’s

rep

uta

tion

•th

e fa

mil

y s

tory

is

sub

ject

ive

or

base

d o

n o

ne

per

son

’s a

ccou

nt

•th

e fa

mil

y s

tory

is

inte

nd

ed

to b

e en

tert

ain

ing

•th

e n

ewsp

ap

er r

eport

er

may b

e u

nd

er p

ress

ure

to r

eass

ure

th

e p

ub

lic

that

the

tun

nel

is

a s

afe

work

pla

ce

•th

e n

ewsp

ap

er q

uote

d t

he

fore

man

, w

ho m

ay h

ave

wis

hed

to d

efle

ct b

lam

e or

to p

rote

ct t

he

com

pan

y’s

rep

uta

tion

•th

e n

ewsp

ap

er r

epo

rt i

s ob

jecti

ve

an

d p

rob

ab

ly b

ase

d o

n t

he

acc

ou

nt

of

eyew

itn

esse

s

•th

e n

ewsp

ap

er i

s in

th

e b

usi

nes

s of

sell

ing p

ap

ers.

3.

Ign

ore

con

clu

sion

s re

gard

ing w

hic

h t

ext

is m

ore

rel

iab

le.

4.

Sim

ply

ref

erri

ng t

o u

nsp

eci

fied

gen

eral

‘bia

s’ i

s n

ot

suff

icie

nt

to c

on

stit

ute

a m

oti

ve/

per

spec

tive.

PO

INT

-OF

-DIF

FE

RE

NC

E (

PO

D)

PU

RP

OR

TE

D F

AC

T F

RO

M F

AM

ILY

ST

OR

YP

UR

PO

RT

ED

FA

CT

FR

OM

NE

WS

PA

PE

R

wh

o w

as

to b

lam

e fo

r th

e in

cid

ent

fore

man

irre

spon

sib

le w

ork

er w

ho l

eft

exp

losi

ves

lyin

g a

rou

nd

tim

e of

the

inci

den

tm

orn

ing

even

ing a

rou

nd

8:3

0 p

m

inju

ries

/fa

tali

ties

two

wo

rker

s k

ille

dfo

ur

inju

red

/no

fata

liti

es

how

th

e acc

iden

t h

ap

pen

edin

ten

tion

al/

neg

ligen

t b

last

of

flaw

ed r

ock

acc

iden

t in

volv

ing c

an

dle

/bla

stin

g p

ow

der

Last

Page

Cou

nt


Unit Five

The items of this unit are based on information about the strength or weakness of computer passwords.


Item 8

Model response

CommentaryItem 8 is a three-star item that tested achievement in CCEs 19 Substituting in formulae and 16 Calculating with or without calculators.

For this item students were required to use the formula that was given to them in the stimulus. An example of using the formula was provided. Students had to determine how long it would take to check a six-character password made up from the 26 lower-case letters. In the cues students were told to show all steps and to round their answer to the nearest whole minute.

To be awarded an A-grade the response needed to show the correct values written in the correct positions as per the formula and then provide the final rounded answer of 515. It is important to follow the instructions on how to present the response given in cues. The second cue stated that the answer was to be rounded to the nearest whole minute. The highest grade cannot be awarded to a response that ignores or overrides cues. No incorrect working was allowed in the creditable parts of the response.

Common failings identified in responses were: not rounding to the nearest minute and not dividing by the correct number, i.e. 600 000. When many zeros are part of a number, extra care should be taken to make sure the correct number of zeros is used.

Some students were not able to correctly calculate 266. Students should be able to use functions such as powers on the type of calculator they will be using during the test. Some responses would also indicate that the students did not understand that without brackets around the operation in the denominator, 60 x 10 000, the calculation completed would be 266 divided by 60 and then the result of that multiplied by 10 000. Students need to be proficient in the use of the calculator they bring to the QCS Test. As indicated by memos sent to schools in the early part of the year, calculators with CAS functionality are not permitted to be used in the QCS Test.

A B C D E N O

Item 8 54.9 30 8 4.3 2.7

Item 9 20 25 22.1 20.3 7 5.6

Item 10 6.8 59.6 15.5 5.4 4.4 8.4


..........................................................................................

..........................................................................................

..........................................................................................

Show all steps.

Round your

answer to the

nearest whole

minute.

266

60 x 10000= 308915776

600000

= 514.85962666 � 515

A B C N O

100%


32

No

ve

mb

er

15

, 2

011

13

:32

pm

(*fo

ote

r to

re

ma

in u

ntil fin

al p

rin

t*)

T:\

qcs\s

ri\s

ri2

011

\Pa

pe

r\sri4

00\m

sch

em

es\0

5-0

08

-ms.f

m

UN

IT

FIV

EIT

EM

8

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 1

2 o

f 6

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

19

Su

bst

itu

tin

g i

n f

orm

ula

e1

6C

alc

ula

tin

g w

ith

or

wit

ho

ut

calc

ula

tors

C

Th

e re

spon

se s

how

s su

bst

itu

tion

in

to t

he

giv

en

form

ula

wit

h a

t m

ost

on

e vari

ab

le i

nco

rrec

t.

Th

e re

spon

se s

how

s a c

orr

ectl

y r

ou

nd

ed o

r tr

un

cate

d

resu

lt b

etw

een

514 a

nd

515 i

ncl

usi

ve.

OR

A

Th

e re

spon

se s

how

s

•co

rrec

t su

bst

itu

tion

in

to t

he

giv

en f

orm

ula

•515 a

s th

e re

sult

.

No

in

corr

ect

wo

rkin

g i

s sh

ow

n i

n t

he

cred

itab

le p

art

s

of

the

resp

on

se.

B

Th

e re

spon

se s

how

s

•su

bst

itu

tion

in

to t

he

giv

en f

orm

ula

wit

h a

t m

ost

on

e

vari

ab

le i

nco

rrec

t

•a

con

seq

uen

tiall

y c

orr

ect

resu

lt.

Th

e re

spon

se s

how

s

•co

rrec

t su

bst

itu

tio

n i

nto

th

e g

iven

form

ula

•a

calc

ula

tion

wit

h a

t m

ost

on

e ob

serv

ab

le a

rith

met

ic

erro

r

•a

con

seq

uen

tiall

y c

orr

ect

resu

lt.

OR

Note

s:

1.

Rou

nd

ing t

he

resu

lt t

o t

he

nea

rest

wh

ole

min

ute

is

a r

equ

irem

ent

for

the

A-g

rad

e on

ly.

2.

calc

ula

ted

as

is

not

an

ari

thm

etic

err

or;

it

is a

con

cep

tual

erro

r. A

res

pon

se w

ith

a c

on

cep

tual

erro

r ca

nn

ot

be

aw

ard

ed a

B-g

rad

e.

3.

Wh

en 2

6 a

nd

6 a

re r

ever

sed

in

th

e fo

rmu

la, th

is i

s co

un

ted

as

two

su

bst

itu

tion

err

ors

in

th

e g

iven

fo

rmu

la.

4.

Wh

en a

ny p

art

of

the

form

ula

is

om

itte

d, th

e re

spon

se d

oes

not

show

su

bst

itu

tion

in

to t

he

giv

en f

orm

ula

.

266

266

Mod

el R

esp

on

se:

266

6010

000

--------

--------

--------

---30

8915

776

6000

00----

--------

--------

-------

51

4.85

9626

6651

5=

=

Last

Page

Cou

nt


Item 9

Model response

CommentaryItem 9 is a three-star item that tested achievement in CCEs 6 Interpreting the meaning of tables, 13 Recording/noting data, 30 Classifying and 7 Translating from one form to another.

This item required students to determine the score for the password ‘Catch-22’ using the scoring system that was modelled by the two example passwords given in the stimulus. The stem asked students to complete the table to show how the score was calculated.

An A-grade response needed to show correct completion of all parts of the table and to give the correct score as 60. No incorrect entries could be included in the table.

The majority of students felt comfortable interacting with this item but simple calculation errors when finding the points or totals occurred.

Mistakes in the ‘count’ columns were also common. Omitting to recognise the hyphen as a symbol (even though it was listed earlier in the stimulus as an example of a symbol) and not counting ‘successive’ in the manner exemplified in the tables showing the scoring of the example passwords were two often-observed errors. It cannot be over emphasised how necessary it is to thoroughly read the stimulus provided.

A few students indicated the ‘count’ results by writing down the letters or digits involved instead of the numbers. It is worth pointing out to students that whenever an example is provided they should follow the given layout or format as closely as possible rather than develop their own system and run the risk of being incorrect.

Catch–22

Positives Weighting Count Points

Number of characters (K) K 4 8 32

Upper-case letters (U) (K–U) 2 1 14

Lower-case letters (L) (K–L) 2 4 8

Digits (D) D 4 2 8

Symbols (S) S 6 1 6

Digits/symbols that are not in first

or last position in password (M)

M 2 2 4

Total 72

Negatives Weighting Count Penalty

Letters only K –1 0 0

Digits only K –1 0 0

Successive upper-case letters (u) u –3 0 0

Successive lower-case letters (l) l –3 3 –9

Successive digits (d) d –3 1 –3

Successive symbols (s) s –3 0 0

Total –12

Score 60

�

�

�

�

�

�

�

�

�

�

�

�

A B C D N O

100%


34

No

ve

mb

er

15

, 2

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13

:37

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(*fo

ote

r to

re

ma

in u

ntil fin

al p

rin

t*)

T:\

qcs\s

ri\s

ri2

011

\Pa

pe

r\sri4

00\m

sch

em

es\0

5-0

09

-ms.f

m

UN

IT

FIV

EIT

EM

9

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 1

3 o

f 6

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

6In

terp

reti

ng

th

e m

ean

ing

of

tab

les

…1

3R

eco

rdin

g/n

oti

ng

da

ta

30

Cla

ssif

yin

g7

Tra

nsl

ati

ng

fro

m o

ne

form

to

an

oth

er

C

Th

e re

spon

se s

how

s th

e

•co

un

t co

lum

ns

•p

oin

ts c

olu

mn

an

d t

ota

l

•p

enalt

y c

olu

mn

an

d t

ota

l

•sc

ore

com

ple

ted

, w

ith

at

mo

st t

wo e

rrors

.

Rel

ate

d e

ntr

ies,

aft

er t

he

erro

r(s)

,

are

con

seq

uen

tiall

y c

orr

ect.

Th

e re

spon

se s

how

s th

e p

oin

ts

sect

ion

corr

ectl

y c

om

ple

ted

, w

ith

a

tota

l o

f 72

.

OR

A

Th

e re

spon

se s

how

s th

e

•co

un

t co

lum

ns

•p

oin

ts c

olu

mn

an

d t

ota

l

•p

enalt

y c

olu

mn

an

d t

ota

l

•sc

ore

of

60

corr

ectl

y c

om

ple

ted

.

No i

nco

rrec

t en

trie

s are

in

clu

ded

in

th

e

tab

le.

Catc

h–22

Co

un

tP

oin

ts

83

2

11

4

48

28

16

24

To

tal

72

Cou

nt

Pen

alt

y

00

00

00

3–9

1–3

00

To

tal

–12

Sco

re6

0

Extract from Model response

B

Th

e re

spon

se s

how

s th

e

•co

un

t co

lum

ns

•p

oin

ts c

olu

mn

an

d t

ota

l

•p

enalt

y c

olu

mn

an

d t

ota

l

•sc

ore

com

ple

ted

, w

ith

at

most

on

e er

ror.

Rel

ate

d e

ntr

ies,

aft

er t

he

erro

r, a

re

con

seq

uen

tiall

y c

orr

ect.

D

Th

e re

spon

se s

how

s at

least

fou

r n

on

-

zero

ro

ws

corr

ectl

y c

om

ple

ted

.

Th

e re

spon

se s

how

s th

e p

oin

ts s

ecti

on

com

ple

ted

, w

ith

at

mo

st o

ne

erro

r.

Rel

ate

d e

ntr

ies,

aft

er t

he

erro

r, a

re

con

seq

uen

tia

lly

co

rrec

t.

Th

e re

spon

se s

how

s th

e p

enalt

y

sect

ion

corr

ectl

y c

om

ple

ted

, w

ith

a

tota

l o

f -1

2.

OR

OR

Note

s:

1.

A c

orr

ectl

y c

om

ple

ted

cou

nt

colu

mn

may c

on

tain

ele

men

ts o

f th

e w

eigh

tin

g f

orm

ula

e, e

.g.

.

2.

Bla

nk

cel

ls o

r ce

lls

con

tain

ing

da

shes

in

th

e co

un

t, p

oin

ts a

nd

pen

alt

y c

olu

mn

s a

re a

ssu

med

to

rep

rese

nt

zero

.

3.

A s

ingle

err

or

can

in

clu

de

•co

nsi

sten

tly c

ou

nti

ng ‘

Let

ters

on

ly’

an

d ‘

Dig

its

on

ly’

inco

rrec

tly

•co

nsi

sten

tly c

ou

nti

ng s

ucc

ess

ive

chara

cter

s in

corr

ectl

y

•co

nsi

sten

tly o

mit

tin

g t

he

hyp

hen

(–)

in c

alc

ula

tion

s (l

ead

ing t

o a

sco

re o

f 44)

•o

ne

inco

rrec

t co

un

t, m

ult

ipli

cati

on

or

ad

dit

ion

•o

ne

om

itte

d t

ota

l or

score

.

81

2–


No

ve

mb

er

15

, 2

011 1

3:3

7 p

m(*

foo

ter

to r

em

ain

un

til fin

al p

rin

t*)

T:\

qcs\s

ri\s

ri2

011

\Pa

pe

r\sri

40

0\m

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em

es\0

5-0

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m

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 1

4 o

f 6

UN

IT

FIV

EIT

EM

9

Last

Page

Cou

nt

Mod

el R

esp

on

se:

Ca

tch

–2

2

Po

siti

ves

Wei

gh

tin

gC

ou

nt

Po

ints

Nu

mb

er o

f ch

arac

ters

(K

)K

48

32

Upper

-cas

e le

tter

s (U

)(K–U

) 2

11

4

Low

er-c

ase

lett

ers

(L)

(K–L

) 2

48

Dig

its

(D)

D 4

28

Sy

mbols

(S

)S

61

6

Dig

its/

sym

bols

that

are

not in

fir

st

or

last

po

siti

on

in

pas

swo

rd (M

)

M 2

24

To

tal

72

Neg

ati

ves

Wei

gh

tin

gC

ou

nt

Pen

alt

y

Let

ters

only

K

–1

00

Dig

its

on

ly

K –

10

0

Succ

essi

ve

upper

-cas

e le

tter

s (u

)u

–3

00

Succ

essi

ve

low

er-c

ase

lett

ers

(l)

l –

33

–9

Succ

essi

ve

dig

its

(d)

d –

31

–3

Succ

essi

ve

sym

bols

(s)

s –

30

0

To

tal

–12

Sco

re6

0


36

Item 10

Model response

CommentaryItem 10 is a three-star item that tested achievement in CCEs 36 Applying strategies to trial and test ideas and procedures, 43 Analysing and 46 Creating/composing/devising.

This item required students to increase the strength of the password ‘Scorpio’ as much as possible without increasing the number of characters or affecting the memorability of the word. The stimulus provided ‘Password’ as an example of this. Students could only use the five manipulations that were listed but were also told

to take into account the scoring system, which indicated how to maximise points and minimise penalties.

An A-grade response needed to provide one of the two possible versions of the password that would gain the maximum score. The table had to be correctly completed and show the correct score of 82.

For an A-grade the table had to be completed correctly but for the lower grades the emphasis was on the strategies used to increase the strength of the password rather than the mathematics of the table.

Overriding the stem by adding extra characters and hence increasing the length of the password resulted in a penalty of one grade being applied. Attending to the task outlined in the stem is important when responding to items.

OR

Positives Weighting Count Points

Number of characters (K) K 4 7 28

Upper-case letters (U) (K–U) 2 1 12

Lower-case letters (L) (K–L) 2 1 12

Digits (D) D 4 3 12

Symbols (S) S 6 2 12

Digits/symbols that are not in first

or last position in password (M)

M 2 3 6

Total 82

Negatives Weighting Count Penalty

Letters only K –1 0 0

Digits only K –1 0 0

Successive upper-case letters (u) u –3 0 0

Successive lower-case letters (l) l –3 0 0

Successive digits (d) d –3 0 0

Successive symbols (s) s –3 0 0

Total 0

Score 82

5 [ Ø R p ! Ø

5 [ Ø r P ! Ø

�

�

�

�

�

�

�

�

�

�

�

�

A B C D N O

100%


No

ve

mb

er

18

, 2

011

14

:18

pm

(*fo

ote

r to

re

ma

in u

ntil fin

al p

rin

t*)

T:\

qcs\s

ri\s

ri2

011

\Pa

pe

r\sri4

00\m

sch

em

es\0

5-0

10

-ms.f

m

UN

IT

FIV

EIT

EM

10

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 1

5 o

f 6

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

36

Ap

ply

ing

str

ate

gie

s to

tri

al

an

d t

est

idea

s a

nd

pro

ced

ure

s4

3A

na

lysi

ng

46

Cre

ati

ng

/co

mp

osi

ng

/dev

isin

g

C

Th

e re

spon

se g

ives

a p

ass

word

wh

ich

show

s th

at

at

least

fou

r of

the

six

stra

tegie

s h

ave

bee

n a

pp

lied

.

A

Th

e re

spon

se g

ives

•5

ØR

p!Ø

or

•5

ØrP

!Ø

as

the

pa

ssw

ord

.

Th

e ta

ble

ha

s th

e p

oin

ts, p

enalt

ies

an

d

tota

ls s

ecti

on

s co

rrec

tly c

om

ple

ted

.

Th

e co

rrec

t sc

ore

of

82 i

s sh

ow

n.

Co

un

tP

oin

ts

72

8

11

2

11

2

31

2

21

2

36

Tota

l8

2

Extract from Model response

D

Th

e re

spon

se g

ives

a p

ass

word

wh

ich

sho

ws

tha

t a

t le

ast

tw

o o

f th

e si

x

stra

tegie

s h

ave

bee

n a

pp

lied

.

Note

s:

1.

Th

e si

x s

trate

gie

s are

•u

sin

g a

mix

ture

of

up

per

- an

d l

ow

er-c

ase

let

ters

•su

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a p

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bee

n a

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lied

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Th

e ta

ble

has

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poin

ts s

ecti

on

com

ple

ted

.


38

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Unit Six

This unit is based on a triptych of photographs.


Item 11

Model response

A B C D E N O

Item 11 4.6 13 35.4 20.9 10.1 7.1 8.8

I. What message is conveyed by this triptych?

............................................................................................

II. Justify your interpretation by considering unifying and contrasting elements and the order

of the photographs.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Write your

message here.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

You’re never too old to keep challenging yourself.

This message is conveyed by the unifying elements of the old man and the sea. The man’s

age is important for this message and so the old wrinkly man is repeated in all three

photos. The sea is also repeated as it is what represents the challenge to the old man.

What really conveys the message are the two aspects of the contrasting element and

the order of the photos. The contrasting element in the triptych is the man’s changing

actions. In photo one, he is contemplating the challenge of the swim. In photo two he is

attempting the swim and in photo three he is diving back in to keep challenging himself by

repeating the swim, even as he gets older and older. The unifying elements of the old man

and the sea, the contrasting element of his actions and the unique order of the photos

convey the message: you’re never too old to keep challenging yourself.


40

CommentaryItem 11 is a three-star item that tested achievement in CCEs 5 Interpreting the meaning of pictures/illustrations, 43 Analysing and 31 Interrelating ideas/themes/issues.

This item required students to study the photographic triptych, to interpret a message that is conveyed by this triptych and to justify their interpretation by considering unifying and contrasting elements and the order of the photographs.

An A-grade response needed to proffer a credible message and identify two unifying elements and one contrasting element of the triptych. The response had to explain how a unifying and a contrasting element and the order of the photographs, as given, contributed to the stated message.

Problems that occurred most frequently were students identifying elements as they appeared in individual photographs instead of identifying elements that existed in the triptych as a whole and not accepting the seemingly incongruous ordering of the three photographs.

A B C N O

100%

D E


UN

IT

SIX

IT

EM

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de.

O

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e

ph

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ph

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o

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revea

led

mes

sage

or

them

e.

A

Th

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le m

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TW

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g

elem

ents

of

the

trip

tych

•id

enti

fies

ON

E c

on

trast

ing

elem

ent

of

the

trip

tych

•a

ccep

ts t

he

giv

en o

rder

of

the

ph

oto

gra

ph

s

•ex

pla

ins

how

a u

nif

yin

g a

nd

a c

on

trast

ing e

lem

ent

an

d

the

ord

er o

f th

e p

hoto

gra

ph

s

con

trib

ute

to

th

e st

ate

d

mes

sage.

B

Th

e re

spon

se

•st

ate

s a

cre

dib

le m

essa

ge

or

them

e

•id

enti

fies

TW

O e

lem

ents

an

d d

escr

ibes

ON

E o

ther

elem

ent

of

the

trip

tych

•O

NE

of

thes

e T

HR

EE

elem

ents

mu

st b

e

con

trast

ing

•a

ccep

ts t

he

giv

en o

rder

of

the

ph

oto

gra

ph

s

•ex

pla

ins

how

tw

o o

f th

e

elem

ents

an

d t

he

ord

er o

f

the

ph

oto

gra

ph

s co

ntr

ibu

te

to t

he

state

d m

essa

ge

or

them

e.

D

Th

e re

spo

nse

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ls a

cre

dib

le m

essa

ge

or

them

e

•d

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ibes

an

y T

WO

elem

ents

of

the

ph

oto

gra

ph

s

•acc

epts

th

e giv

en o

rder

of

the

ph

oto

gra

ph

s

•m

ak

es r

efer

ence

to

how

th

e

mes

sage

or

them

e is

revea

led

.

E

Th

e re

spon

se

•re

vea

ls a

cre

dib

le m

essa

ge

or

them

e

•m

enti

on

s O

NE

ele

men

t of

the

ph

oto

gra

ph

s

•m

ak

es r

efer

ence

to

how

th

e

mes

sage

or

them

e is

revea

led

.

Note

s:

1.

Mes

sage

— a

sh

ort

sta

tem

ent

that

tran

smit

s m

ean

ing, an

d g

ener

all

y i

ncl

ud

es a

ver

b. A

use

ful

test

is

that

a m

essa

ge

wil

l co

mp

lete

th

e st

ate

men

t: “

Th

is a

rtw

ork

tel

ls u

s

that

…” T

hem

e —

a s

tan

d-a

lon

e id

ea s

imil

ar

to a

tit

le.

2.

Iden

tifi

es —

tre

ats

th

e art

work

as

a w

hole

an

d i

den

tifi

es t

he

elem

ents

as

com

pon

ents

of

that

wh

ole

.

Des

crib

es —

ap

pro

ach

es t

he

art

work

ph

oto

gra

ph

by p

hoto

gra

ph

, d

escri

bin

g t

he

elem

ents

as

they

ap

pea

r in

part

icu

lar

ph

oto

gra

ph

s.

Men

tion

s —

ma

kes

an

ob

serv

ati

on

ab

ou

t an

ele

men

t of

the

trip

tych

bu

t d

oes

not

lin

k t

hat

elem

ent

to a

ny p

art

icu

lar

ph

oto

gra

ph

or

to t

he

art

wo

rk a

s a

wh

ole

.

3.

Th

e re

spon

se s

tate

s a m

essa

ge

or t

hem

e if

th

e m

essa

ge

or

them

e is

eit

her

wri

tten

in

th

e re

spon

se s

pace

pro

vid

ed i

n I

, or

un

am

big

uou

sly s

tate

d i

n t

he

op

enin

g s

ente

nce

of

the

resp

on

se i

n p

art

II.

Th

e re

spon

se r

evea

ls a

mes

sage

or

them

e if

it

is n

ot

state

d b

ut

bec

om

es e

vid

ent

thro

ugh

rea

din

g t

he

bod

y o

f th

e re

spon

se.


42

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 4

5 o

f 5

UN

IT

SIX

IT

EM

11

Mod

el r

esp

on

se

I.Y

ou

’re

nev

er t

oo o

ld t

o k

eep

ch

all

engin

g y

ou

rsel

f.

II.

Th

is m

essa

ge

is c

on

vey

ed b

y t

he

un

ify

ing e

lem

ents

of

the

old

man

an

d t

he

sea. T

he

man

’s a

ge

is i

mp

ort

an

t fo

r th

is m

essa

ge

an

d s

o t

he

old

wri

nk

ly m

an

is

rep

eate

d i

n a

ll

thre

e p

hoto

s. T

he

sea i

s als

o r

epea

ted

as

it i

s w

hat

rep

rese

nts

th

e ch

all

enge

to t

he

old

man

. W

hat

reall

y c

on

vey

s th

e m

essa

ge

are

th

e tw

o a

spec

ts o

f th

e co

ntr

ast

ing

elem

ent

an

d t

he

ord

er o

f th

e p

hoto

s. T

he

con

tra

stin

g e

lem

ent

in t

he

trip

tych

is

the

ma

n’s

ch

an

gin

g a

ctio

ns.

In

ph

oto

on

e, h

e is

con

tem

pla

tin

g t

he

chall

enge

of

the

swim

.

In p

hoto

tw

o h

e is

att

emp

tin

g t

he

swim

an

d i

n p

hoto

th

ree

he

is d

ivin

g b

ack

in

to k

eep

ch

all

engin

g h

imse

lf b

y r

epea

tin

g t

he

swim

, ev

en a

s h

e get

s old

er a

nd

old

er. T

he

un

ifyin

g e

lem

ents

of

the

old

man

an

d t

he

sea, th

e co

ntr

ast

ing e

lem

ent

of

his

act

ion

s a

nd

th

e u

niq

ue

ord

er o

f th

e p

hoto

s co

nvey

th

e m

essa

ge:

you

’re

nev

er t

oo o

ld t

o k

eep

cha

llen

gin

g y

ou

rsel

f.

Last

Page

Cou

nt


Unit Seven

The items of this unit are based on information about the distance from an observer to their visible horizon.


Item 12

Model response

CommentaryItem 12 is a two-star item that tested achievement in CCEs 19 Substituting into formulae and 16 Calculating with or without calculators.

This item required students to use a given formula twice to find the visible horizon distances from two observers with different eye-level heights. Students were then required to calculate the difference between these two distances.

An A-grade response needed to show correct substitutions into the formula for both observers, to determine the correct numerical difference between the two

calculated values and to use correct units of measurement.

A common error identified in responses involved the units of measurement. The given formula, as explained in the stimulus, used metres for the observer’s height but the visible horizon distance result was in kilometres. Some students stated incorrectly that the difference was in metres or neglected to include the final unit, which was also treated as incorrect. Students should be encouraged to include units in any working they show as it allows easier tracking when they check their work to see if formulas and data have been used appropriately.

Another error that arose concerned the fact that before the square root could be found the multiplication of the height and 12.7 had to be completed. In many cases this did not occur, which resulted in an incorrect calculation. An operation under the square root sign should be enclosed in brackets to ensure the required operations are executed in the correct order. A calculator is essential equipment for the QCS Test and as such students should become proficient with its use.

A B C D E N O

Item 12 50.5 18.5 14.6 13.7 2.7

Item 13 38.1 4.5 8.6 5.8 36.8 6.3

Item 14 4.3 1.7 0.6 12.5 33.8 25.1 21.9


Calculate how much further the lifeguard can see than the child can see.

...........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Show all steps.Distance lifeguard can see further than child

=

= 7.6 – 3.9

= 3.7 km

12.7 x 4.55 – 12.7 x 1.2

A B C N O

100%


44

UN

IT

SE

VE

NIT

EM

12

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 7

1 o

f 4

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

19

Su

bst

itu

tin

g i

n f

orm

ula

e1

6C

alc

ula

tin

g w

ith

or

wit

ho

ut

calc

ula

tors

C

Th

e re

spon

se s

how

s

•co

rrec

t su

bst

itu

tion

in

to t

he

giv

en f

orm

ula

for

on

e

of

the

ob

serv

ers

•co

rrec

t n

um

eric

al v

alu

e fo

r th

e d

ista

nce

to

th

e v

isib

le

hori

zon

for

that

ob

serv

er.

Th

e re

spon

se s

how

s

•co

rrec

t su

bst

itu

tion

in

to t

he

giv

en f

orm

ula

for

on

e

of

the

ob

serv

ers

•att

end

an

ce t

o d

eter

min

ing t

he

req

uir

ed d

iffe

ren

ce.

Th

e co

rrec

t n

um

eric

al

va

lue

for

the

dif

fere

nce

wit

h

the

corr

esp

on

din

gly

corr

ect

un

it i

s st

ate

d (

3.7

km

or

a c

orr

ect

equ

iva

len

t).

OR

OR

A

Th

e re

spon

se s

how

s

•co

rrec

t su

bst

itu

tio

n i

nto

th

e g

iven

fo

rmu

la f

or

each

ob

serv

er

•a

tten

dan

ce t

o d

eter

min

ing t

he

req

uir

ed

dif

fere

nce

.

Th

e co

rrec

t n

um

eric

al valu

e fo

r th

e d

iffe

ren

ce w

ith

the

corr

esp

on

din

gly

co

rrec

t u

nit

is

sta

ted

(3

.7 k

m

or

a c

orr

ect

equ

ivale

nt)

.

B

Th

e re

spon

se s

how

s

•co

rrec

t su

bst

itu

tion

in

to t

he

giv

en f

orm

ula

for

each

ob

serv

er

•att

end

an

ce t

o d

eter

min

ing t

he

req

uir

ed

dif

fere

nce

.

Th

e n

um

eric

al

valu

e fo

r th

e d

iffe

ren

ce i

s st

ate

d,

all

ow

ing f

or

at

most

ON

E o

bse

rvab

le e

rror

— t

he

resu

lt p

rovid

ed d

oes

not

matc

h t

he

wri

tten

inte

nti

on

. Calc

ula

tion

s aft

er t

he

erro

r is

mad

e m

ust

be

con

seq

uen

tiall

y c

orr

ect.

Mod

el R

esp

on

se:

1.

Dis

tan

ce l

ifeg

uard

can

see

fu

rth

er t

han

ch

ild

= =7.

6–

3.9

= 3

.7 k

m.

12.7

4.55

12.7

1.2

–

Note

s:

1.

‘Att

end

an

ce t

o d

eter

min

ing t

he

req

uir

ed d

iffe

ren

ce’

can

be

show

n b

y:

- ex

pli

cit

use

of

the

sub

tract

ion

sig

n b

etw

een

th

e li

fegu

ard

’s d

ista

nce

to v

isib

le h

ori

zon

an

d t

he

chil

d’s

dis

tan

ce t

o v

isib

le h

ori

zon

- ci

tin

g a

res

ult

th

at

can

be

infe

rred

as

the

dif

fere

nce

- u

sin

g w

ord

s to

th

at

effe

ct,

e.g. ‘d

iffe

ren

ce i

s’, ‘t

he

life

gu

ard

ca

n s

ee …

fu

rth

er’,

etc

.

2.

Corr

ect

equ

ivale

nts

wit

h t

he

corr

esp

on

din

gly

corr

ect

un

it f

or

the

req

uir

ed d

iffe

ren

ce a

re:

•3

.7 k

m o

r 3.7

0 k

m o

r 3.6

97xxx k

m o

r 3.6

98xxx k

m

•3

70

0 m

or

36

97

.xx

x m

or

36

98

.xx

x m

.

(Wh

ere

‘xxx’

has

bee

n s

how

n i

t si

gn

ifie

s th

at

an

y d

igit

s in

th

ese

posi

tion

s d

o n

ot

nee

d t

o b

e ch

eck

ed.)

3.

‘Ob

serv

ab

le’

mea

ns

that

suff

icie

nt

inte

rmed

iate

ste

ps

are

sh

ow

n s

o t

hat

an

in

fere

nce

does

not

nee

d t

o b

e m

ad

e ab

ou

t h

ow

an

in

corr

ect

resu

lt w

as

ob

tain

ed.


Item 13

Model response

I. Using suitable equipment, draw an arc on the map to represent the visible horizon of an

observer on the peak of I. Pinta.

.............................................................................................

.............................................................................................

.............................................................................................

II. List the names of islands that are fully or partially within the visible horizon of I. Pinta.

............................................................................................................

............................................................................................................

Show any

calculations

here.

Draw the arc

in pencil.

I. Marchena, I. Genovesa, I. Isabela, I. San Salvador

Scale1 mm = 2 km

N

I. Santa Maria

I. San Cristobal

896

640I. Española

206

I. Baltra

I. San Salvador

I. Fernandina

1707

906

864259

1547

I. Santa Cruz

I. Santa FeI. Isabela

343

777

76

I. Pinta

I. Marchena I. Genovesa


46

CommentaryItem 13 is a three-star item that tested achievement in CCEs 57 Manipulating/ operating/using equipment, 6 Interpreting the meaning of … maps and 37 Applying a progression of steps to achieve the required answer.

This item required students to use a drawing compass to construct an arc on a scaled map of the Galapagos Islands to represent the visible horizon for an observer on the mountain peak of Isla Pinta. Students had to name the four islands that were within the visible horizon arc. Working space was provided for any calculations.

An A-grade response needed to provide an arc that appeared to be constructed using a drawing compass, and the names of the four correct within-horizon islands. The correct arc had a radius of 49.7 mm but a tolerance of ± 1.5 mm was allowed.

It was evident that some students did not have a drawing compass or did not realise that this equipment had to be used in this situation. Essential equipment for the QCS Test includes a drawing compass. Students should bring one to the test, recognise when it must be used and be able to use it effectively. A cue instructed the use of a pencil for the arc, which allows for incorrect responses to be erased. A sharp pencil should be used for accuracy. When an item has a specialist response area such as a map there will always be a copy provided in the back pages of the test paper in case the first response area is spoiled. Students should ensure they have crossed out the response they do not wish to be graded. If there is more than one response given, the first response will be the one graded.

A B C N O

100%

D


UN

IT

SE

VE

NIT

EM

13

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 7

2 o

f 4

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

57

Ma

nip

ula

tin

g/o

per

ati

ng

/usi

ng

eq

uip

men

t6

Inte

rpre

tin

g t

he

mea

nin

g o

f …

ma

ps

…

37

Ap

ply

ing

a p

rog

ress

ion

of

step

s to

ach

iev

e th

e re

qu

ired

an

swer

C

Th

e re

spon

se p

rovid

es t

he

arc

.

It is

dra

wn

all

ow

ing f

or

on

e d

iscr

epan

cy.

Th

e re

spon

se p

rovid

es

•co

rrec

tly

ex

ecu

ted

dir

ect

pro

po

rtio

n

calc

ula

tion

s to

det

erm

ine

the

dis

tan

ce

to I

. P

inta

’s v

isib

le h

ori

zon

•a

n a

rc c

on

sist

ent w

ith

th

e ca

lcu

lati

on

s.

It i

s d

raw

n a

ccu

rate

ly.

OR

A

Th

e re

spo

nse

pro

vid

es t

he

arc

.

It i

s d

raw

n a

ccu

rate

ly.

Th

e n

am

es o

f on

ly t

he

wit

hin

-hori

zon

isla

nd

s are

giv

en,

i.e.

•M

arc

hen

a

•G

enoves

a

•Is

ab

ela

•S

an

Sa

lvad

or

•(P

inta

).

B

Th

e re

spo

nse

pro

vid

es t

he

arc

.

It i

s d

raw

n a

ccu

rate

ly.

Th

e re

spo

nse

pro

vid

es

•ca

lcu

lati

on

s b

ase

d o

n t

he

‘d-f

orm

ula

’

wit

h a

t m

ost

tw

o o

bse

rvab

le e

rro

rs

•a

n a

rc c

on

sist

ent w

ith

th

e ca

lcu

lati

on

s.

It i

s d

raw

n a

ccu

rate

ly.

OR

D

Th

e re

spon

se p

rovid

es

•ca

lcu

lati

on

s to

det

erm

ine

the

dis

tan

ce

to I

. P

inta

’s v

isib

le h

ori

zon

•a

n a

rc c

on

sist

ent w

ith

th

e ca

lcu

lati

on

s.

It i

s d

raw

n a

ccu

rate

ly.

Th

e re

spon

se p

rovid

es

•ca

lcu

lati

on

s b

ase

d o

n t

he

‘d-f

orm

ula

’

wit

h a

t m

ost

tw

o o

bse

rva

ble

err

ors

•a

n a

rc c

on

sist

ent w

ith

th

e ca

lcu

lati

on

s.

It is

dra

wn

all

ow

ing f

or

on

e d

iscr

epan

cy.

OR

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

Note

s:

1.

Mea

sure

men

ts c

on

cern

ing a

ny a

rc a

re m

ad

e fr

om

th

e p

oin

t m

ark

ing t

he

pea

k o

f I.

Pin

ta.

2.

Wh

en a

ny a

rc i

s re

qu

ired

to

be

‘dra

wn

acc

ura

tely

’ it

mu

st a

pp

ear

to h

ave

bee

n d

raw

n u

sin

g a

dra

win

g c

om

pass

an

d i

t m

ust

lie

wit

hin

mm

of

the

posi

tion

th

e re

spon

se i

nd

icate

s it

sh

ou

ld l

ie.

3.

Th

e re

d z

on

e on

th

e te

mp

late

in

dic

ate

s th

e re

gio

n i

n w

hic

h t

he

arc

mu

st l

ie w

hen

it

is d

raw

n a

ccu

rate

ly.

4.

An

‘ob

serv

ab

le’

erro

r m

ean

s th

at

suff

icie

nt

inte

rmed

iate

ste

ps

are

sh

ow

n s

o t

hat

an

in

fere

nce

does

not

nee

d t

o b

e m

ad

e ab

ou

t h

ow

an

in

corr

ect

resu

lt w

as

ob

tain

ed.

Su

ch e

rro

rs c

ou

ld i

ncl

ud

e: a

sta

ted

res

ult

not

matc

hin

g t

he

wri

tten

in

ten

tion

, a m

isu

se o

f u

nit

s, a

sca

lin

g e

rror,

a r

ecogn

isab

le t

ran

scri

pti

on

err

or.

5.

A d

iscr

epan

cy i

s on

e of

the

foll

ow

ing:

(i)

the

arc

does

NO

T a

pp

ear

to h

ave

bee

n d

raw

n u

sin

g a

dra

win

g c

om

pass

bu

t d

oes

lie

wit

hin

th

e re

d z

on

e

(ii)

a d

raw

ing c

om

pass

does

ap

pea

r to

have

bee

n u

sed

bu

t an

arc

dra

wn

can

- a

t ti

mes

lie

ou

tsid

e th

e m

m o

f th

e p

osi

tion

th

e re

spo

nse

in

dic

ate

s it

sh

ou

ld l

ie (

i.e.

fo

r th

earc

, th

e re

d z

on

e)

(iii

) a d

raw

ing c

om

pass

does

ap

pea

r to

have

bee

n u

sed

bu

t an

arc

dra

wn

ca

n -

co

nsi

sten

tly l

ie n

o m

ore

th

an

m

m o

uts

ide

the

posi

tion

th

e re

spon

se i

nd

icate

s it

sh

ou

ld l

ie (

i.e.

for

the

arc

, n

o m

ore

th

an

1 m

m o

uts

ide

the

red

zon

e).

6.

Wh

en a

rep

rod

uct

ion

of

I. S

an

ta M

ari

a’s

vis

ible

hori

zon

arc

is

pro

vid

ed i

t ca

nn

ot

be

aw

ard

ed a

cre

dit

ab

le g

rad

e.

1.5

1.5

2.5


48

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 7

3 o

f 4

UN

IT

SE

VE

NIT

EM

13

Mod

el R

esp

on

se:

Scale

1 m

m =

2 k

m

N

I. S

anta

Maria

I. S

an C

risto

bal

896

640

I. E

spañola

206

I. B

altra

I. S

an S

alv

ador

I. F

ern

andin

a

1707

906

864

259

1547

I. S

anta

Cru

z I. S

anta

Fe

I. Isabela

343

777

76

I. P

inta

I. M

arc

hena

I. G

enovesa

I.M

arc

hena

,I.

Genove

sa

,I.

Isa

bela

,I.

Sa

nS

alv

ad

or

..............................................................................................


Item 14

Model response

CommentaryItem 14 is a five-star item that tested achievement in CCEs 43 Analysing, 32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true, 50 Visualising and 17 Estimating numerical value.

This item required students to determine the height of a tower that could be constructed on the peak of I Genovesa so that an observer on the top of this tower would be able to just see the peak of I San Cristobal.

An A-grade response needed to use a legitimate strategy to determine this tower height. The strategy had to be evidenced in a clear and logical sequence of steps and use appropriate measurements and correct calculations.

A legitimate strategy recognised that the arcs representing the visible horizons of observers on the peak ofI San Cristobal and the tower on I Genovesa had to just touch. A strategy typically involved these elements: finding the distance to the visible horizon of I San Cristobal (using the formula); finding the distance from this horizon to I Genovesa; using this distance in the formula to solve for the height of an observer on the tower; finding the height of the tower by subtracting the height of the peak.

Some observed problems were: very inaccurate measuring (this might have arisen from poor use of a ruler or use of a poor ruler); working in incorrect units; incorrect use of the formula; and not considering the height of the peak to give the final result. Clear setting out of the calculations used with accompanying written descriptions would assist students when they need to re-read their work and to make sure the result obtained is what was required by the stem. Careful use of equipment such as rulers, compasses and sharp pencils will result in more accurate work.

Determine the minimum height of a tower that would have to be constructed on the peak

of I. Genovesa so that an observer on the top of the tower would be able to just see the

peak of I. San Cristobal.

..........................................................................................

..........................................................................................

..........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Present your

reasoning

clearly and

logically.

Show all steps.

Distance from I. San Cristobal to I. Genovesa = 74 mm which is really 148 km

Combined height of tower and peak on I.G. = (41 12.7) = 132.36 m2

�

Distance to visible horizon for I.S.C. =

The distance that an observer on the tower on the peak of I.G. would need

to be able to see is 148 – 107 = 41 km

So the tower height would need to be 132 – 76 = 56 metres.

12.7 x 896 = 106.7 km

A B C D N O

100%

E


50

UN

IT

SE

VE

NIT

EM

14

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 7

4 o

f 4

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy

the

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

has

bee

n m

ad

e

at

an

y t

ime.

43

An

aly

sin

g3

2D

edu

cin

g

50

Vis

ua

lisi

ng

17

Est

ima

tin

g n

um

eric

al

ma

gn

itu

de

C

Th

e re

spon

se s

ets

ou

t a

seq

uen

ce o

f st

eps

that

sup

port

s

a l

egit

imate

str

ate

gy t

hat

cou

ld

be

use

d t

o d

eter

min

e th

e

com

bin

ed h

eig

ht

of

pea

k a

nd

tow

er.

A c

om

bin

ed h

eigh

t of

pea

k a

nd

tow

er i

s giv

en.

A

Th

e re

spon

se s

ets

ou

t a

seq

uen

ce o

f st

eps

that

con

stit

ute

s a leg

itim

ate

str

ate

gy

that

cou

ld b

e u

sed

to d

eter

min

e

the

hei

gh

t o

f th

e re

qu

ired

to

wer

on

I.

Gen

oves

a.

Mea

sure

men

ts, w

ith

in t

he

tole

ran

ce a

llo

wed

, a

re u

sed

.

Ap

pro

pri

ate

calc

ula

tion

s are

use

d a

nd

are

exec

ute

d c

orr

ectl

y.

Th

e h

eigh

t of

the

req

uir

ed

tow

er w

ith

corr

ect

un

its

is

giv

en.

B

Th

e re

spon

se s

ets

ou

t a

seq

uen

ce o

f st

eps

that

con

stit

ute

s a le

git

imate

str

ate

gy

that

cou

ld b

e u

sed

to d

eter

min

e

the

hei

gh

t of

a t

ow

er.

At

most

on

e ob

serv

ab

le e

rror

can

occ

ur

in e

ith

er

•th

e m

easu

rem

ents

use

d

or

•a

pp

rop

ria

te c

alc

ula

tio

ns.

An

y c

alc

ula

tion

s a

fter

th

e er

ror

is m

ad

e m

ust

be

con

seq

uen

tiall

y c

orr

ect.

D

Th

e re

spon

se p

rov

ides

at

lea

st

thre

e st

eps

that

wou

ld h

ave

bee

n u

sefu

l in

a l

egit

imate

stra

tegy to d

eter

min

e th

e h

eigh

t

of

a t

ow

er o

n I

. G

eno

ves

a.

E

Th

e re

spon

se p

rovid

es a

t le

ast

on

e st

ep t

hat

wou

ld h

ave

bee

n

use

ful in

a leg

itim

ate

str

ate

gy

to d

eter

min

e th

e h

eigh

t o

f a

tow

er o

n I

. G

enoves

a.

Mod

el R

esp

on

se:

Dis

tan

ce f

rom

I. S

an

Cri

stob

al to

I. G

enoves

a =

74 m

m w

hic

h is

reall

y 1

48 k

m

Dis

tan

ce t

o v

isib

le h

ori

zon

fo

r I.

S.C

. =

km

Th

e d

ista

nce

th

at

an

ob

serv

er o

n t

he

tow

er o

n t

he

pea

k o

f I.

G.

wou

ld n

eed

to b

e ab

le t

o s

ee i

s 1

48 –

10

7 =

41

km

Com

bin

ed h

eigh

t of

tow

er a

nd

pea

k o

n I

.G.

=

So t

he

tow

er h

eigh

t w

ou

ld n

eed

to b

e 132 –

76 =

56 m

etre

s.

12.7

896

106.

7=

(41

2 ÷

12.7

) =

132.3

6 m

No

tes:

1.

Wh

en w

ork

ing i

s sh

ow

n o

n t

he

ma

p o

n p

age

22, co

nsi

der

it

wh

en g

rad

ing t

he

resp

on

se.

2.

‘Mea

sure

men

ts w

ith

in t

he

tole

ran

ce a

llow

ed’

are

wit

hin

m

m o

f th

e p

osi

tion

th

e w

ork

ing

in t

he

resp

on

se i

nd

icate

s. A

ll d

ista

nce

s are

ass

um

ed t

o b

e m

ad

e fr

om

th

e p

oin

t m

ark

ing a

pea

k

an

d t

o b

e m

ad

e in

a s

traig

ht

lin

e.

3.

Th

e on

ly c

alc

ula

tion

s d

eem

ed ‘

ap

pro

pri

ate

’ w

hen

det

erm

inin

g v

isib

le h

ori

zon

dis

tan

ce f

rom

a

hei

gh

t or

vic

e ver

sa u

se t

he

‘d-f

orm

ula

’.

4.

Inte

rmed

iate

ro

un

din

g o

r tr

un

cati

ng i

s acc

epta

ble

.

5.

An

‘ob

serv

ab

le’

erro

r m

ean

s th

at

suff

icie

nt

inte

rmed

iate

ste

ps

are

sh

ow

n s

o t

hat

an

in

fere

nce

does

not

nee

d t

o b

e m

ad

e ab

ou

t h

ow

an

in

corr

ect

resu

lt w

as

ob

tain

ed.

Su

ch e

rro

rs a

re:

— o

mit

tin

g t

o s

ub

tract

th

e h

eigh

t of

the

pea

k

— a

sta

ted

res

ult

no

t m

atc

hin

g t

he

wri

tten

in

ten

tio

n

— a

rec

ogn

isab

le t

ran

scri

pti

on

err

or

— a

mis

use

of

un

its

— a

sca

lin

g e

rror

— a

pro

ced

ura

l er

ror

wh

en s

olv

ing

an

eq

uati

on

— a

rec

ogn

isab

le m

easu

rem

ent

erro

r (I

. G

enoves

a m

ust

be

on

e of

the

isla

nd

s u

sed

)

— p

laci

ng t

he

tow

er o

n I

. S

an

Cri

stob

al

inst

ead

of

I. G

enoves

a.

1.5

Last

Page

Cou

nt


Unit Eight

The items of this unit are based on an extract from the 1993 speech ‘Funeral Service for the Unknown Australian Soldier’, delivered by the then Prime Minister Paul Keating to commemorate the 75th anniversary of the end of the First World War.


Item 15

Model response

A B C D E N O

Item 15 2.3 16.1 37.1 16.2 23.3 5

Item 16 27.2 19.4 29.2 17.4 6.8

Item 17 7.2 41.9 26 5.8 2.6 4 12.6


Effective speeches use language that is simple, apt and forceful. Why is this an effective

speech according to these criteria?

..................................................................................

..................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Give a specific example

from the extract for

each criterion. The language used is

simple — short sentences are used with repeated straightforward phrases, e.g.

‘We do not know’, making the speech easy to understand.

apt — uses dignified language such as ‘occupation’ rather than ‘work’; ‘foreign soil’

rather than ‘overseas’, no humour or colloquial wording, thus making it suitable for a

solemn occasion.

forceful — throughout the 2nd last paragraph, we are bombarded with ‘one of …’,

‘one of …’ which has a strong impact and builds to a climax in the last line.

�

�

�


52

CommentaryItem 15 is a three-star item that tested achievement in CCEs 45 Evaluating, 4 Interpreting the meaning of words and 26 Explaining to others.

Students were required to assess the effectiveness of the speech by considering how simple, apt and forceful the language used was. The cue indicated that the students should give a specific example from the extract for each criterion.

An A-grade response provided an appropriate example from the text for each of the criteria: simple, apt, and forceful. It also correctly matched the examples to an

aspect of style or subject matter and explained how each of the criteria was met.

Responses that were awarded an A-grade, proffered a specific example from the extract (by either quoting, paraphrasing, referencing the line numbers or by citing an absence, e.g. ‘He doesn't use technical language’). They clearly identified an aspect of style (e.g. repetition, vocabulary, sentence structure) or subject matter (e.g. the fact that he was anonymous, the use of statistics). In other words, they identified a specific focus as the basis of their evaluation. Their explanations were not recursive (‘it is simple because it’s not complex’). They clearly showed how the criteria of simple, apt or forceful were being met.

Many responses did not move beyond the information in the stem and simply talked about the example being forceful or that it used ‘forceful language’. Some students wrote well about why it was an effective speech but failed to address the criteria and could not be awarded a creditable grade. Students should be reminded that by identifying and acting on the key words in the stem, they have a better chance of responding well.

A B C N O

100%

D


UN

IT

EIG

HT

IT

EM

15

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 2

3 o

f 5

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

45

Ev

alu

ati

ng

4

Inte

rpre

tin

g t

he

mea

nin

g o

f w

ord

s …

26

Ex

pla

inin

g t

o o

ther

s

C

Th

e re

spon

se e

valu

ate

s th

e sp

eech

acc

ord

ing t

o t

he

foll

ow

ing n

um

ber

of

crit

eria

at

the

sta

nd

ard

in

dic

ate

d.

(1 k

hak

i)

OR

(2 g

rey).

OR

(3 b

eig

e).

A

Th

e re

spon

se e

valu

ate

s th

e sp

eech

acc

ord

ing t

o t

he

foll

ow

ing n

um

ber

of

crit

eria

at

the

stan

dard

in

dic

ate

d.

(3 k

hak

i).

B

Th

e re

spon

se e

valu

ate

s th

e sp

eech

acc

ord

ing t

o t

he

foll

ow

ing n

um

ber

of

crit

eria

at

the

stan

dard

in

dic

ate

d.

(2 k

hak

i)

OR

(3 g

rey

).

Note

s:

1.

Exam

ple

s m

ay b

e p

rese

nte

d t

hro

ugh

para

ph

rasi

ng o

r re

fere

nci

ng l

ine

nu

mb

ers

as

wel

l as

thro

ugh

qu

oti

ng.

It i

s p

oss

ible

to p

rov

ide

an

exa

mp

le b

y c

itin

g a

n a

bse

nce

.

2.

Th

e fo

llow

ing s

tan

dard

s are

to b

e ap

pli

ed w

hen

mak

ing j

ud

gm

ents

ab

ou

t h

ow

wel

l ea

ch o

f th

e th

ree

crit

eria

— s

imp

le, ap

t an

d f

orc

efu

l la

ngu

age

— a

re a

dd

ress

ed.

3.

For

a p

art

icu

lar

crit

erio

n,

if t

he

req

uir

emen

ts o

f k

hak

i are

met

, so

are

th

ose

for

gre

y a

nd

bei

ge.

Sim

ilarl

y, i

f th

e re

qu

irem

ents

for

gre

y a

re m

et, so

are

th

ose

fo

r b

eige.

Sta

nd

ard

Exam

ple

Asp

ect

of

style

or

sub

ject

ma

tter

Exp

lan

ati

on

Kh

ak

iA

pp

rop

ria

te &

fait

hfu

lC

orr

ectl

y m

atc

hed

wit

h e

xam

ple

Exp

lain

s h

ow

th

is c

rite

rion

is

met

Gre

yA

pp

rop

ria

te &

fait

hfu

lC

orr

ectl

y m

atc

hed

wit

h e

xam

ple

Bei

ge

Ap

pro

pri

ate

& f

ait

hfu

lW

ord

matc

h t

o s

tem

— s

imp

le,

ap

t or

forc

efu

l

Mod

el R

esp

on

se:

1.

Th

e la

ngu

age

use

d i

s

•si

mp

le —

sh

ort

sen

ten

ces

are

use

d w

ith

rep

eate

d s

tra

igh

tfo

rwa

rd p

hra

ses,

e.g

. ‘W

e d

o n

ot

kn

ow

’, m

ak

ing t

he

spee

ch e

asy

to u

nd

ers

tan

d.

•a

pt

— u

ses

dig

nif

ied

lan

gu

age

such

as

‘occ

up

ati

on

’ ra

ther

th

an

‘w

ork

’; ‘

fore

ign

soil

’ ra

ther

th

an

‘over

seas’

, n

o h

um

ou

r or

coll

oq

uia

l w

ord

ing, th

us

mak

ing i

t su

itab

le f

or

a s

ole

mn

occ

asi

on

.

•fo

rcef

ul

— t

hro

ug

hou

t th

e 2n

d l

ast

para

gra

ph

, w

e are

bom

bard

ed w

ith

‘on

e of

…’,

‘on

e of

…’

wh

ich

has

a s

tron

g i

mp

act

an

d b

uil

ds

to a

cli

max i

n t

he

last

lin

e.

D

Th

e re

spo

nse

ev

alu

ate

s th

e sp

eech

acc

ord

ing t

o t

he

foll

ow

ing n

um

ber

of

crit

eria

at

the

stan

dard

in

dic

ate

d.

OR

(1 g

rey

).

OR

(2 b

eige)

.


54

Item 16

Model response

CommentaryItem 16 is a two-star item that tested achievement in CCEs 30 Classifying and 43 Analysing.

This item required students to describe how each of the three forms of rhetoric, described in the stimulus material, was evident at the 75th anniversary commemoration.

A response complied with the demands of the stem when it linked appropriate aspects of the commemoration to the relevant form of rhetoric. For ethos most

students correctly identified the Prime Minister, Paul Keating, as the speaker who was delivering the speech. For logos a response had to point out that facts or data had been incorporated into the speech or to provide an appropriate example of this. For pathos a response elaborated on the emotion, e.g. ‘an emotional connection’ or ‘a welling of emotions’ or it identified a specific type of emotion (e.g. patriotic pride, sadness, empathy, sympathy, fear).

The response area would indicate that for this item the response did not need to be lengthy. However, the response did need to be specific rather than general and to not simply paraphrase the stimulus. Responses that just referred to an ‘important person’ when trying to describe how ethos was evident were considered to have given only a part description as were the responses for pathos that merely stated the speech appealed to emotion.

Describe how each of these three rhetorical forms was evident at the 75th anniversary

commemoration.

Ethos

Logos

Pathos

Speech is delivered by the Prime Minister on a very formal occasion.

Paragraph three is based on logic and data, the numbers of deaths

and injuries; the stark facts of war.

He appeals to the sympathy of the audience by discussing the everyday

aspects of the soldier’s life — his life is our life — ‘He is all of them.

He is one of us’.

A B C N O

100%


UN

IT

EIG

HT

IT

EM

16

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 2

4 o

f 5

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

ha

s b

een

mad

e

at

an

y t

ime.

30

Cla

ssif

yin

g

43

An

aly

sin

g

C

Th

e re

spon

se

•co

rrec

tly

des

crib

es h

ow

on

e o

f th

e rh

eto

rica

l fo

rms

wa

s

evid

ent

•p

art

ly d

escr

ibes

ho

w a

noth

er r

het

ori

cal fo

rm w

as

evid

ent.

A

Th

e re

spon

se c

orr

ectl

y d

escr

ibes

ho

w a

ll

thre

e rh

etori

cal

form

s w

ere

evid

ent.

B

Th

e re

spon

se

•co

rrec

tly d

escr

ibes

how

tw

o o

f th

e rh

etori

cal

form

s w

ere

evid

ent

•p

art

ly d

escr

ibes

how

th

e th

ird

rh

etori

cal

form

was

evid

ent.

Note

s:

1.

Th

e re

spo

nse

co

rrec

tly

des

crib

es e

tho

s w

hen

it

refe

rs t

o t

he

infl

uen

tia

l p

erso

n b

y n

am

e o

r ti

tle;

it

pa

rtly

des

crib

es e

tho

s w

hen

it

refe

rs t

o a

n i

mp

ort

an

t p

erso

n.

2.

Th

e re

spon

se c

orr

ectl

y d

escr

ibes

logos

wh

en i

t re

cogn

ises

th

at

fact

s/d

ata

have

bee

n i

nco

rpora

ted

in

to t

he

spee

ch e

ith

er t

hro

ugh

a s

tate

men

t or

by p

rovid

ing a

n

ap

pro

pri

ate

ex

am

ple

.

3.

Th

e re

spon

se c

orr

ectl

y d

escr

ibes

path

os

wh

en i

t u

ses

pa

rt o

f th

e te

xt

to s

ho

w h

ow

an

asp

ect

of

path

os

is e

vid

ent;

it

pa

rtly

des

crib

es p

ath

os

wh

en i

t att

emp

ts t

o l

ink

part

of

the

tex

t to

path

os.

Mod

el R

esp

on

se:

Eth

os

Spee

ch i

s del

iver

ed b

y t

he

Pri

me

Min

iste

r on a

ver

y f

orm

al o

ccas

ion.

Lo

go

sP

arag

rap

h t

hre

e is

bas

ed o

n l

og

ic a

nd

dat

a, t

he

nu

mb

ers

of

dea

ths

and

in

juri

es;

the

star

k f

acts

of

war

.

Pat

hos

He

appea

ls t

o t

he

sym

pat

hy o

f th

e au

die

nce

by d

iscu

ssin

g t

he

ever

yday

asp

ects

of

the

sold

ier’

s li

fe —

his

lif

e is

our

life

— ‘

He

is a

ll o

f th

em. H

e is

one

of

us’

.


56

Item 17

Model response

CommentaryItem 17 is a four-star item that tested achievement in CCEs 46 Creating/composing/devising, 10 Using vocabulary appropriate to a context, 27 Expounding a viewpoint and 44 Synthesising.

This item required students to consider the information given about marine debris and then compose a short persuasive speech that urges an audience to take some form of action. Within their speech students had to incorporate the three forms of rhetoric: ethos, logos and pathos.

An A-grade response needed to provide examples of all three forms of rhetoric. It was also required to urge a specified action on the problem of marine debris, and to use vocabulary and language structures strategically to capture the attention of the audience and to inspire them. It needed to present a clear, coherent and cohesive speech.

Many students managed to weave the given data into their arguments and display pathos effectively through their vocabulary choices and through imagery of toxic oceans and dying animals. The two reasons that most often precluded responses from being awarded an A-grade were the failure to attend to ethos and providing a general suggestion, e.g. ‘let’s clean up our oceans’ rather than a specified action, e.g. ‘put your litter in a bin’.

If a stem specifies a number of requirements (e.g. encourage some form of action; incorporate ethos, logos, pathos) that must appear in the response, it is useful to mark them off in some manner as they are attended to so that none is omitted.

Compose a short persuasive speech in which you urge your audience to take some form of

action to counter the problem of marine debris. Incorporate the three forms of rhetoric defined

on the previous page — ethos, logos and pathos — into your speech.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

I am travelling the world as a representative of the David Suzuki Environmental

Foundation to warn you of an impending global catastrophe. Our complacency and selfish

lifestyles murder 100000 marine animals each year. It is a catastrophe that so many

animals are victims of the rubbish we allow to wash down our drains into the ocean. It is a

catastrophe that whales, dolphins and turtles drown in nets because of our

carelessness. How many more sea birds must die by ingesting litter? How many more

turtles must be killed by being tangled in fishing lines and nets? I ask you, no I beg you, to

take responsibility for your waste. Take one simple action. Put your rubbish in a bin. Stop

it from entering the oceans. Stop it from killing our marine environment. Stop it from

becoming a global catastrophe.

A B C D N O

100%

E


UN

IT

EIG

HT

IT

EM

17

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

IN

G S

CH

EM

E

Mark

ing

Un

it 2

5 o

f 5

N

Res

pon

se i

s

un

inte

llig

ible

or

does

not

sati

sfy t

he

req

uir

emen

ts

for

an

y o

ther

gra

de.

O

No r

esp

on

se

has

bee

n m

ad

e

at

an

y t

ime.

46

Cre

atin

g/c

om

po

sin

g /

dev

isin

g

10

Usi

ng

vo

cab

ula

ry a

pp

rop

ria

te t

o a

co

nte

xt

27

Ex

po

un

din

g a

vie

wp

oin

t4

4S

yn

thes

isin

g

C

Th

e re

spon

se i

ncl

ud

es a

ll t

hre

e of

•et

ho

s

•d

ata

fro

m t

he

stim

ulu

s

•p

ath

os.

Th

e re

spon

se i

ncl

ud

es t

wo o

f

•im

pli

ed e

tho

s

•d

ata

fro

m t

he

stim

ulu

s

•im

pli

ed p

ath

os

an

d

•en

cou

rages

oth

ers

to t

ak

e act

ion

on

the

pro

ble

m o

f m

ari

ne

deb

ris.

Th

e re

spon

se i

ncl

ud

es t

wo o

f

•im

pli

ed e

tho

s

•d

ata

fro

m t

he

stim

ulu

s

•im

pli

ed p

ath

os

an

d

•u

ses

vo

cab

ula

ry a

nd

lan

gu

age

stru

ctu

res

to c

ap

ture

th

e att

enti

on

of

the

au

die

nce

.

OR

OR

A

Th

e re

spon

se i

ncl

ud

es a

ll t

hre

e of

•et

hos

•lo

gos

•p

ath

os

an

d

•u

rges

a s

pec

ifie

d f

orm

of

act

ion

on

the

pro

ble

m o

f m

ari

ne

deb

ris

•u

ses

voca

bu

lary

an

d l

an

gu

age

stru

ctu

res

stra

tegic

all

y t

o c

ap

ture

att

enti

on

an

d in

spir

e th

e au

die

nce

•p

rese

nts

a c

lear,

coh

eren

t an

d

coh

esiv

e sp

eech

.

B

Th

e re

spon

se i

ncl

ud

es t

wo o

f

•et

hos

•lo

gos

•p

ath

os

an

d

•u

rges

act

ion

on

th

e p

rob

lem

of

ma

rin

e d

ebri

s

•u

ses

vo

cab

ula

ry a

nd

la

ng

ua

ge

stru

ctu

res

to c

ap

ture

th

e

att

enti

on

of

the

au

die

nce

.

D

Th

e re

spon

se i

ncl

ud

es t

wo o

f

•im

pli

ed e

thos

•d

ata

fro

m t

he

stim

ulu

s

•im

pli

ed p

ath

os.

Th

e re

spon

se i

ncl

ud

es o

ne

of

•im

pli

ed e

thos

•d

ata

fro

m t

he

stim

ulu

s

•im

pli

ed p

ath

os

an

d

•en

cou

rages

oth

ers

to t

ak

e act

ion

on

the

pro

ble

m o

f m

ari

ne

deb

ris.

OR

E

Th

e re

spon

se i

ncl

ud

es o

ne

of

•im

pli

ed e

thos

•d

ata

fro

m t

he

stim

ulu

s

•im

pli

ed p

ath

os.

Note

s:

1.

Eth

os

may b

e d

emon

stra

ted

th

rou

gh

dir

ect

self

-id

enti

fica

tio

n o

f th

e

spea

ker

, o

r b

y i

den

tify

ing

th

e sp

eak

er o

uts

ide

of

the

spee

ch.

2.

Logos

is d

emon

stra

ted

wh

en t

her

e h

as

bee

n p

urp

ose

ful

use

of

data

from

th

e st

imu

lus

to s

up

port

an

arg

um

ent.

3.

‘Im

pli

ed e

thos’

is

dem

on

stra

ted

wh

en t

he

resp

on

se i

mp

lies

th

at

the

spea

ker

has

rep

uta

tion

/sta

tus/

exp

erie

nce

to i

nfl

uen

ce t

he

inte

nd

ed

au

die

nce

.

4.

‘Im

pli

ed p

ath

os’

may b

e d

emon

stra

ted

, fo

r ex

am

ple

, th

rou

gh

incl

usi

ve

sta

tem

ents

.

5.

Path

os

enco

mp

ass

es im

pli

ed p

ath

os;

eth

os

enco

mp

ass

es im

pli

ed e

thos;

log

os

enco

mp

ass

es c

itin

g d

ata

fro

m t

he

stim

ulu

s; u

rges

en

com

pa

sses

enco

ura

ges

.

6.

A s

pec

ifie

d f

orm

of

act

ion

is

som

eth

ing t

hat

an

au

die

nce

mem

ber

can

enact

wit

hin

a r

easo

nab

le t

ime

fram

e.

Mod

el R

esp

on

se:

I am

tra

vel

lin

g t

he

worl

d a

s a r

epre

sen

tati

ve

of

the

David

Su

zuk

i E

nvir

on

men

tal

Fou

nd

ati

on

to w

arn

you

of

an

im

pen

din

g g

lob

al

cata

stro

ph

e. O

ur

com

pla

cen

cy a

nd

self

ish

lif

esty

les

mu

rder

100

000 m

ari

ne

an

imals

each

yea

r. I

t is

a c

ata

stro

ph

e th

at

so

man

y a

nim

als

are

vic

tim

s of

the

rub

bis

h w

e all

ow

to w

ash

do

wn

ou

r d

rain

s in

to t

he

oce

an

. It

is a

cata

stro

ph

e th

at

wh

ale

s, d

olp

hin

s an

d t

urt

les

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ISSN 1321-3938

© The State of Queensland (Queensland Studies Authority) 2011

Copyright protects this material. Copyright in the Core Skills Test is owned by the State of Queensland and/or the QueenslandStudies Authority. Copyright in some of the material included in the paper is owned by third parties.

Except as permitted by the Copyright Act 1968 (Cwlth), reproduction by any means (photocopying, electronic, mechanical,recording or otherwise), making available online, electronic transmission or other publication of this material is prohibited withoutprior written permission of the relevant copyright owner/s.

The Queensland Studies Authority requires to be recognised as the source of the Core Skills Test and requires that its materialremain unaltered.

Enquiries relating to copyright in this material, which is owned by the State of Queensland or the Queensland Studies Authority,should be addressed to:

Manager Publishing UnitEmail: [email protected]

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