please follow the pdf examplar
Unit 2: maintining the internal environment Claim The benefits of immunisation outweigh the risks. Rationale In the 19th and 20th centuries, childhood deaths were common due to many infectious diseases such as measles, diphtheria and poliomyelitis. Since vaccines have reduced the rate of many childhood infections, deaths from vaccine-preventable diseases (VPD) are now very rare in developed countries and successful immune programs have caused the outbreak in developing countries over the past10-20 years. Babies and Children need 3 shots of DT vaccine to build up high levels of protection against diphtheria, tetanus, and whooping cough. Children aged 2, 4, 6, 15-18 months are recommended to receive DT (CDC, 2020). Diphtheria was once a major cause of illness and death among children. The United States recorded 206,000 cases of diphtheria rates dropped quickly in the United States and other countries that began widely vaccinating. Research Question Does immunising children aged 0-12 months old with the DT vaccine reduce the amount of deaths caused by Diphtheria worldwide? Evidence Conclusion Evaluation Reference Biology 2019 v1.2 IA3 high-level annotated sample response 18 09 53 Biology 2019 v1.2 IA3 high-level annotated sample response July 2018 Research investigation (20%) This sample has been compiled by the QCAA to assist and support teachers to match evidence in student responses to the characteristics described in the instrument-specific marking guide (ISMG). Assessment objectives This assessment instrument is used to determine student achievement in the following objectives: 2. apply understanding of DNA, genes and the continuity of life or the continuity of life on Earth to develop research questions 3. analyse research evidence about DNA, genes and the continuity of life or the continuity of life on Earth 4. interpret research evidence about DNA, genes and the continuity of life or the continuity of life on Earth 5. investigate phenomena associated with DNA, genes and the continuity of life or the continuity of life on Earth through research 6. evaluate research processes, claims and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth 7. communicate understandings and research findings, arguments and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth. Note: Objective 1 is not assessed in this instrument. Biology 2019 v1.2 IA3 high-level annotated sample response Queensland Curriculum & Assessment Authority July 2018 Page 2 of 12 Instrument-specific marking guide (ISMG) Criterion: Research and planning Assessment objectives 2. apply understanding of DNA, genes and the continuity of life or the continuity of life on Earth to develop research questions 5. investigate phenomena associated with DNA, genes and the continuity of life or the continuity of life on Earth through research The student work has the following characteristics: Marks • informed application of understanding of DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by a considered rationale identifying clear development of the research question from the claim • effective and efficient investigation of phenomena associated with DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - a specific and relevant research question - selection of sufficient and relevant sources. 5–6 • adequate application of understanding of DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by a reasonable rationale that links the research question and the claim • effective investigation of phenomena associated with DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - a relevant research question - selection of relevant sources. 3–4 • rudimentary application of understanding of DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by a vague or irrelevant rationale for the investigation • ineffective investigation of phenomena associated with DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - an inappropriate research question - selection of insufficient and irrelevant sources. 1–2 • does not satisfy any of the descriptors above. 0 Biology 2019 v1.2 IA3 high-level annotated sample response Queensland Curriculum & Assessment Authority July 2018 Page 3 of 12 Criterion: Analysis and interpretation Assessment objectives 3. analyse research evidence about DNA, genes and the continuity of life or the continuity of life on Earth 4. interpret research evidence about DNA, genes and the continuity of life or the continuity of life on Earth The student work has the following characteristics: Marks • systematic and effective analysis of qualitative data and/or quantitative data within the sources about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - the identification of sufficient and relevant evidence - thorough identification of relevant trends, patterns or relationships - thorough and appropriate identification of limitations of evidence • insightful interpretation of research evidence about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by justified scientific argument/s. 5–6 • effective analysis of qualitative data and/or quantitative data within the sources about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - the identification of relevant evidence - identification of obvious trends, patterns or relationships - basic identification of limitations of evidence • adequate interpretation of research evidence about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by reasonable scientific argument/s. 3–4 • rudimentary analysis of qualitative data and/or quantitative data within the sources about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - the identification of insufficient and irrelevant evidence - identification of incorrect or irrelevant trends, patterns or relationships - incorrect or insufficient identification of limitations of evidence • invalid interpretation of research evidence about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by inappropriate or irrelevant argument/s. 1–2 • does not satisfy any of the descriptors above. 0 Biology 2019 v1.2 IA3 high-level annotated sample response Queensland Curriculum & Assessment Authority July 2018 Page 4 of 12 Criterion: Conclusion and evaluation Assessment objectives 4. interpret research evidence about DNA, genes and the continuity of life or the continuity of life on Earth 6. evaluate research processes, claims and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth The student work has the following characteristics: Marks • insightful interpretation of research evidence about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by justified conclusion/s linked to the research question • critical evaluation of the research processes, claims and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - insightful discussion of the quality of evidence - extrapolation of credible findings of the research to the claim - suggested improvements and extensions to the investigation that are considered and relevant to the claim. 5–6 • adequate interpretation of research evidence about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by reasonable conclusion/s relevant to the research question • basic evaluation of the research processes, claims and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - reasonable description of the quality of evidence - application of relevant findings of the research to the claim - suggested improvements and extensions to the investigation that are relevant to the claim. 3–4 • invalid interpretation of research evidence about DNA, genes and the continuity of life and or continuity of life on Earth demonstrated by inappropriate or irrelevant conclusion/s • superficial evaluation of the research processes, claims and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - cursory or simplistic statements about the quality of evidence - application of insufficient or inappropriate findings of the research to the claim - ineffective or irrelevant suggestions. 1–2 • does not satisfy any of the descriptors above. 0 Biology 2019 v1.2 IA3 high-level annotated sample response Queensland Curriculum & Assessment Authority July 2018 Page 5 of 12 Criterion: Communication Assessment objective 7. communicate understandings and research findings, arguments and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth The student work has the following characteristics: Marks • effective communication of understandings and research findings, arguments and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - fluent and concise use of scientific language and representations - appropriate use of genre conventions - acknowledgment of sources of information through appropriate use of referencing conventions. 2 • adequate communication of understandings and research findings, arguments and conclusions about DNA, genes and the continuity of life or the continuity of life on Earth demonstrated by - competent use of scientific language and representations - use of basic genre conventions - use of basic referencing conventions. 1 • does not satisfy any of the descriptors above. 0 Task Context Investigate one of the following claims: • Gene therapy can reverse ageing. • DNA testing can prove genealogical ancestry. • Transgenic organisms offer a viable and effective future for human health. • Sustainable reserve size should be based on the data from gene pool variability. You may identify an alternative claim in consultation with your teacher. This claim must be related to Unit 4 subject matter. Task Gather secondary evidence related to a research question in order to evaluate the claim. Develop your research question based on a number of possible claims provided by your teacher. Obtain evidence by researching scientifically credible sources, such as scientific journals, books by well- credentialed scientists, and websites of governments, universities, independent research bodies or science and technology manufacturers. You must adhere to research conventions. Biology 2019 v1.2 IA3 high-level annotated sample response Queensland Curriculum & Assessment Authority July 2018 Page 6 of 12 Sample response Criterion Allocated