UNIT 1 AL and RSPCA

Question 1What is suggested by the phrase 'non-human animals' in the Animal Liberation statement?The phrase 'non-human animals' in the AL statement suggests that (2)

Model commentsauimals are divided into human and non-humanhumans are also animalshumans are similar to or related to animalshumans are not superior to other animals

Question 2What is suggested by the phrase 'care befitting man's own dignity' in the RSPCA statement?The phrase 'care befitting man's own dignity' in the RSPCA statement suggests that (2)

Model commentshumans have a special dignity that should be maintainedhumans have a dignity that is different from that of animalshumans should act with a humanity that distinguishes them from animalsbecause of their special dignity humans should treat animals with care

Question 3Compare and contrast the views of Animal Liberation and the Royal Society for thePrevention of Cruelty to Animals. (6)

Responses will be judged on the:• accuracy of the description or understanding of the material; and• substance and quality of the interpretation offered.

Animal Liberationfocuses on human harm of animalsanimals are exploited and vulnerableanimals have rightsopposed to the use of animalsopposed to any killing of animals?

RSPCAaccepts human use of animalsopposed to crueltywant to encourage kind treatmentpositive view of humanityfocuses on human care rather thananimal rights

ComparisonAL is more challenging, hard line or extremeAL challenges fundamental aspects of the status quoRSPCA is more conservative and unthreatening

(RSPCA has a certain establishment toneRSPCA uses the term 'man' for humanity.)

UNIT 2 Water Tank

Question 4 How does the device attempt to solve the problem of the d' water?Score 3: links the structure and function of the device. Must include 1 and either 2 or 3

• starting with the device as empty as possible, water from the roof flows intoit raising the ball till it blocks the entrance to the device• thus, the first dirty water from the roof is sealed in the device• while the following 'clean' water is diverted to the tank• tap drains d' water to reset device tank

Score 2: describes the function of the device but does not fully relate it to the structure• the device fills up with the first dirty water from the roof then the rest of thewater flows to the tank• the ball keeps the dirty water in the pipe (device)

Score 3: The device collects the dirty water or fills up with dirty water.

Question 5 Outline two problems related to the design of the device that could stop thedevice from functioning properly.Score 3 makes two reasonable points and clearly links the function to the design problem

• no screen at top of down pipe to keep out leaves, so a blockage could formsomewhere in pipe above the device or in the later path• ball tight fitting so may stick in device before it is full or completely preventit from· filling• drain tap too high so that all the old water is not removed from the devicevia tap• leaves and/or dirt can fall into the device when it is not raining and cover theball so that it sticks• there may be more dirty water than can fit into device so it may be onlypartially effective,

Score 2 makes any two reasonable points but does not link one to the function• a blockage could form somewhere in pipe above the device or in the laterpath• ball may stick in device• drain tap too high• too small for all the dirty water

Score 1 one reasonable point

Question 6 Suggest an improvement to the design of the device and explain the value of thechanged designScore 3 clearly explains how one problem might be solved, for example

• removable base or tap moved to lowest point as a way of totally emptyingthe device between falls of rain to remove debris• mesh where water enters pipe from roof to stop leaves entering system;• larger volume of device: start higher up downpipe or use a wider pipe for thedevice

Score 2 describes one improvement without describing how this solves the designproblem• Move drain tap to the bottom of the device;• Put a mesh screen where water enters the pipe from roof;• use a bigger pipe.

Score 1 mentions problem and alludes to solution but does not clearly explain the changein design and/or value of solutions

Unit 3 The Visitor

Question 7 And what is suggested by the drawing?Responses will be judged on the:• accuracy of the description or understanding of the material; and• substance and quality of the interpretation offered.Description Interpretationan old or ill person in beda visitor bringing flowersa gesture of concern

the flowers are hugethe visitor and the visited cannot seeeach otherthe flowers are a barrier between thevisitor and the old/ill person

the visitor seems to hide behind theflowersthe old/ill person is engulfed in theflowers

is the visitor hiding?is the visitor uncomfortable?or guilty?a gesture of concern that seemsembarrassed, evasive of defensive?tokenistic gesture? insincere?hiding behind ritual?

Question 8 Draw a sociogram of the responses of the evening shift. (2)

Score 2 all relationships included, division into two groups clearly indicated,correct use of arrows

Score 1 arrows or relationships missing, division into two groups not clear, aperson omitted or wrongly placed

Score 0 more than two arrows or relationships missing or wrong, other answers

Unit 5 Knowledge and wisdom quoteQuestion 9 What does Hermann Hesse suggest about knowledge and wisdom (2)

Responses will be judged on the quality of the understanding and interpretation of thematerial.

Model comments• knowledge and wisdom are different• what is the difference between knowledge and wisdom?• knowledge can be stated or shown• wisdom cannot be stated or shownwisdom is• something a person is, not something they know• not an idea or view• a condition or stateScore 2 description and interpretation

precise description or assertionScore 1 description without interpretation - paraphrase

interpretation without description - mere assertionsimple description and interpretation

UNIT 6: Cable ISPQuestion 10Score 1 Plan I

Question 11Score 2 Both lines correctly drawn and labelled.Score 1: One line correctly drawn and labelled or both lines drawn but not labelled.

Question 12Score 1 1500 MB or at a minimum of 1500 MB

Question 13Score 2: Explains in words or by calculation that at the intersection point

• different plans have different total downloads for the same dollar cost(total dollar cost means sum of base cost and additional cost• there is the same total dollar cost for each plan (or the same additionaldownload usage);Note: Students may give calculated values but do not have to. (Monthlycost: $ 150, additional download over limit 3000 MB).Note: students may also calculate the total monthly download for eachplan(Plan 1: 4000 MB; Plan 2: 6000 MB; Plan 3: 8000 MB) but it is notnecessary to do this to gain full marks.

Score 1: The intersection point corresponds to the same dollar cost for each plan orthe same additional download usage.

UNIT 7 Rehabilitation or punishment

Responses will be judged on the:• accuracy with which the views are presented; and• effectiveness with which the arguments are assessed.

Question 14 Model commentsContent Comment

JM1 forced into crime

Exaggerated, overstated, unqualified, crude

BLyou have a choiceit's a cop out blame societysuffer to atone, balance evilwe want a reduction in crimerehabilitation to protect the lawabidingmost deserve what they get

has a kind of point about choice, but toosimple?doesn't quite answer JMatone or balance? why? In what sense? theydeserve it? justice?recognises punishment can increase crime - acontradiction?

JM2not so easyreduce crime = change policing, andnumber of prisoners and prisonscrime indicates social injusticeprisons are universities of crime

has a point about difficulty and causeshas a point about reducing crimeexaggeration of crime as social injusticehas a point about punishment and further crime- university of crime

OverallJM's position is consistent but exaggerated and simplisticBL's response does not quite rebut JMBL doesn't develop a purpose for punishment.BL gives the argument away with the admission that punishment can cause crime?

UNIT 8: Growgreat

Question 15 What would a comparison of the results of treatments I and Il show?Explain.Score 2: the effect of (extra) water without GrowgreatScore 1: the effect of water

Question 16 In evaluating the claim, how useful would be a comparison of the resultsof treatments III and IV? Explain.Score 2: a comparison of the results of treatments III and IV would be

• not useful

• because the tablet is not dissolved in III so it is really comparing thedry tablet with the tablet dissolved in water

Score 1: Not useful, but explanation does not refer to adding water with the tabletUseful in showing how the pill works whether dissolved or not

QUESTION 17 In order to evaluate the claim, which two tests would providethe most valuable information? Justify your answer.

Score 3: three of the following, including the first two points• treatments I and V• because only this pair differs just in the use of the pill

• dissolving the tablet in V using the same amount of water as in I

• I and IV not as good as I and V as the amount of water used differs

• Il and III no good with reasonScore 2: • treatments I and V

• because only this pair differs just in the use of the pillScore 1: • treatments I and V

• treatments I and IV because they differ only in the use of the pill andthe amount of water

UNIT 9

Questions 18 & 19 Tertiary educations should be free

Responses will be judged on:• precision with which the ideas are presented; and• substance and significance of the arguments presented.Score 2 two quite strong arguments

Score 1 • one quite strong argument• repetition in 2 arguments• 2 weak arguments

Model commentsPro free tertiary education arguments (2)• people have a right to as much education as they want and can cope with• free tertiary education will encourage people to get as much tertiaryeducation as they can• society benefits from the skills of those with tertiary education so it is tosociety's advantage to have people do tertiary education• tertiary fees are unfair to those without resources - free tertiary educationbenefits the poor and disadvantaged• tertiary education should be subsidised like primary and secondary

Con free tertiary education arguments (2)• tertiary education is a benefit to individuals, so those who benefit should pay- the principle should be user pays• those who do not get the benefits of tertiary education should not pay forthose who do• there are better things to spend money on than subsidising tertiary education• those who have tertiary education are generally the more advantaged so freetertiary education benefits the advantaged• there are better ways of giving tertiary education to the poor than having nofees• people will undertake tertiary education whether they have to pay for it ornot because they get an advantage from it

UNIT 10: UV-B

Question 20

Score 1 lesser % ozone decrease in Darwin (or north or lower latitudes) compared toHobart (or south or higher latitudes ;

Part 2Score 2: % ozone decrease associated with % UV-Band increase twice as large;Score 1: % ozone decrease associated with % UV-B increase;

Part 3Score 1 rate of ozone decrease is less in 1990-2005 compared with 1980-1990.

Question 21Score 1: Darwin had the greatest level of UV -B radiation in 1980.

Question 22Score 3 80 units, shows reasoning in words or by calculation

(8% of 1000), or {(19% of 1000) - (11% of 1000)}orHobart starts at 1000 arbitrary units in 1980 (Figure 2) and shouldincrease by 11% (10.7%) according to Figure 1, reaching 1100 (1107 to1110) by 1990. There is a further 8% increase by 2005

Score 2 answers in the range 75-85 units (not 80) with partial reasoningScore 1 anyone of the following

• just gives number in the 70 to 90 unit range, without clearexplanation• calculates 8% of 1990 total: 88 to 89 units• explains by calculation of an 18% or 19% increase - (180 - 190 units,1980 - 2005 change

Question 23Score 2 Discussion indicates that although Hobart will have the greatest % UV-B

increase by 2005, the actual UVB increase will not be enough to overtakethe UV-B level of the other cities. It follows that the cancer risk will alsobe greater in other cities.

Score 1 The article is inaccurate. Hobart will have a UV-B increase but it will notreach the level of any other city.The article is inaccurate. Hobart will not have the greatest cancer risk.

Unit 11Question 24 Freedom is what you do with what's been done to you. (2)

Responses will be judged on the quality of the understanding and interpretation of thematerial.

Model comments• we are not without constraint or limitation• things are done to us - whether we want them or not• freedom is what we do - freedom is an active choice

• there are limits to our freedom• we do not have total freedom• we can make some freedom

Score 2 description and interpretationprecise description or assertion

Score 1 description without interpretation - paraphraseinterpretation without description - mere assertionsimple description and interpretation

Unit 12Question 25 Computer text and image

Responses will be judged on the:• accuracy of the description or understanding of the material; and• substance and quality of the interpretation offered.

Description Interpretationa modem and unusual looking computer placed on an object that does notseem to be a desk.

does not seem to be an office or a study where one would expect to see a computer

situation seems very modem or futuristic.

the purpose is to draw ourattention to theappearance of thecomputer by stating thatits appearance isunimportant

the text directs our attention to the appearance of the computer in a surprising way

does the text provoke us to deny that the appearance of a computer is 'totally and completely irrelevant' so we think what the advertisement wants us to think?

does the text anticipate and disarm the response that theappearance of a computer does not matter?

rather that rejecting the claim of the advertisement are weto think that appearance is not 'totally and completelyirrelevant'?

or is the text expecting us to recognise that it is disarmingby overstating and making a joke of the objection thatappearance does not matter?

Question 26What is the wind speed when the wave height is 13.6 m and the fetch is 1000 km?Score 1: 1100 km/h

Question 27Estimate the wave height at a wind speed of90 km/h after afetch of 1500 km.Score 2: 12 m -12.2 m .Score 1: answers in the range 11.7 m - 12 m or 12.2 m - 12.5 m

Question 28

Score 3 Line curved and within the best range, starts at (20, 0.6).Curve becomes steeper towards the right side of the graph.

Score 2 Line curved, starts at (20,0.6) but outside best rangeScore 1 Line straight or different starting point or highest point less than halfway

between highest points of other graphs (Fetch 20 and fetch 2000).Score 0 other answers (graph line outside range between fetch 200 km and fetch

1000 km or line curves downwards)

Question 29

L1 wave height; L2 wind speed X; L3 wind speed Y;L4 – fetch

Score 3: Ll- L4 correct ..Answer takes scale into account and includes values for Xand Y that reflect this. L2 can be any of 60-120 km/h, L3 is at least 20km/h less than L2.

Score 2: L1- L4 correct, no values for wind speedScore 1: Ll and L4 wave height and fetch, may be in reverse order.

Question 30What do the data in Table 1show about the relationships between the threevariables?

Score 3: any 3 of• both fetch and wind speed increase wave height• fetch has no effect up to 20 km/h• combined effect causes greatly increased wave height• relationships are not linear

Score 2: both fetch and wind speed increase wave heightScore 1: either of fetch or wind speed increase wave height

Higher level answerThe relationships are complex:the wave height/wind speed graph becomes steeper at higher values of wind speed;the wave height/fetch graph flattens at higher values of fetch

AppendixSample calculation for Q 13To work out the intersection point of the graph lines where total cost and downloadabove the limit are equal.L = download above limit, C = total costPlan 1: C = 60 + 3L/100Plan 2: C = 90 + 2L/100Plan 3: C = 120 + L/100

Equating any of these allows L and C to be calculated for the intersection point.

To work out the total download

Total cost = cost per month + cost for MB over the limitD = total download in a month at the intersection point

Plan 1: C = 60 + 3(D1 - 1000)/100Plan 2: C = 90 + 2(D2 - 3000)/100Plan 3: C = 120 + (D3 - 5000)/100