Biology resources

Clarifications of Internally Assessed Unit Standards

Unit Standards

General

With unit standards, the level of knowledge and understanding required of students is the same as that expected in achievement standards at the same curriculum level.

Matching lists, naming, labelling:

The NZASE level 1 'cloze' activities, matching lists, labelling type questions (which are basically recall questions) may be acceptable for description at level 4/5 of the Science curriculum. However, many teachers are still using the unit standards materials (at levels 6, 7 and 8 of the Biology curriculum) that were developed in the 1997-8 trials, which expect mainly one-word responses as evidence of description. Teachers should use the same definitions e.g. for "describe" and "explain" for unit standards as those used for achievement standards. For example, to enable students to show evidence of "describe" they are required to "define, use annotated diagrams, give characteristics of or an account of".

Open versus closed assessments

The general expectation for recall and application of knowledge and understanding assessments, for example in tests, is that students will have developed an understanding of the material being assessed. The assessment therefore allows them to demonstrate their understanding in formal assessment conditions i.e. closed book assessments without access to additional information and supporting materials are preferred to open book assessments.

Developing Assessment Materials:

When developing assessment activities/tasks (or modifying existing ones) to assess against a unit standard the following points should be noted:

The teacher must refer to the current version of the standard in developing the assessment. Extra care should be taken to ensure that the special notes and range statements for the current version of the standard are taken into account.
It is helpful to students (and teachers when marking) if the tasks that relate to a particular element/performance criterion are clearly labelled e.g. PC 2.1.
Any parts of the assessment activity (and the assessment schedule) that are outside the requirements of the standard should be clearly indicated.
The activity must reflect the wording of the element and/or performance criterion. For example, if the standard requires an "explanation" then the activity must indicate that an explanation is required.

Where schools are using a particular unit standard instead of a related internally assessed achievement standard (e.g. unit standard 8927, investigating a cell process for element 2 instead of achievement standard 90457), care must be taken to ensure that the evidence required and judgements made are based on the criteria of the unit standard, which are different from the achievement standard criteria.

Practical investigations:

Unit standards which have an element that involves a practical component should be assessed through a practical investigation, and not a written test.

Level and quality of evidence:

The evidence for any assessment activity/task must meet the requirements of the special notes, elements and performance criteria of the current version of the unit standard. Standards can be found on the NZQA website at: http://www.nzqa.govt.nz/ncea/

Teachers must apply an assessment schedule that relates to the criteria of the unit standard being used.

Level 1 Unit Standards

6294 : Compare the diversity and organisation of different biological communities (version 4)

Element 2: The element states, "... to compare an aspect of the diversity AND organisation of two biological communities," however, the performance criteria clearly state "information... is processed to provide a comparison between them in terms of an aspect of their diversity OR organisation".

Special note 7 states: "Aspects of the diversity and organisation of two communities that could be compared include; food chains and webs, trophic levels, number of organisms, variety of organisms, interrelationships (parasitism, mutualism, and commensalism)."

"Diversity" in this context means variety and could refer simply to the student comparing variety/numbers of different species in each community.

"Organisation" in this context refers to patterns in the community, like the inter-specific relationships listed i.e. food chains/webs, trophic levels and interrelationships. These can also be evidenced by sampling in the field to determine variety and numbers of species etc.

For this standard, PC 2.1 is a criterion that interprets a key aspect of the standard.

"2.1 Information on the two communities is processed to provide a comparison between them in terms of an aspect of their diversity OR organisation."

Therefore any activity that assesses at least ONE aspect mentioned in special note 7 provides an opportunity for learners to achieve this standard.

Also note:

1. Special note 2 has clear guidelines of examples of the types of community that can be compared - this needs to be carefully considered in the design of any task.

2. The achievement standard equivalent to US 6294 is AS 90164: "Describe ecological characteristics found in two biological communities"; version 2 has picked up this point by referring to ecological characteristics, as EN 5 reads:

"Ecological characteristics could relate to: food chains/webs, trophic levels, variety of organisms (diversity), interrelationships (parasitism, mutualism), density, distribution, distribution pattern and species dominance."

6302: Discuss the biological effects of food and other activity choices on the human body (version 4)

To meet the requirements of the standard, the assessment materials must provide students with the opportunity to discuss the biological effects of food and other activity choices on the human body. "Discuss" should involve answers linking biological ideas. Reference needs to be made to the purpose statement and the two elements of the standard. Some older tasks do not allow for this and require modification before being used.

6303: Describe and discuss human reproduction (version 4)

Many assessments written for this standard are used in human biology programmes. Some activities/tasks show an overall level of direction that is higher than acceptable for level 1 biology e.g. cutting out diagrams, sequencing and labelling, completing a cloze activity from a list of words, providing resource pages to read which include the answers etc. These kinds of activities need to be modified so that students are given the opportunity to describe, where describe means to "define, use annotated diagrams, give characteristics of, or an account of."

8923: Describe mechanisms for the transfer of genetic information (version 3)

Element 1: Students are required to "describe" and not explain cell division. However, in a description of the process mitosis or meiosis, students would normally name at least one example of where this occurs in an organism for PC 1.1. for example, for mitosis, in the skin of the human body. Identifying the sequence of events of mitosis from a series of diagrams/photographs alone does not meet the requirements of this standard. The standard requires the student to describe the events for one type of cell division (element 1). Special note 2 refers to "in sequence", in the context of changes to the cells in the process. For example, to achieve this criterion at level 6 of the Biology curriculum, the instructions could ask students to put the photographs in sequence and then describe what is happening to the chromosomes and the cells in each diagram. A first stage could be completed as an example.

Element 2: For PC 2.1, both the phenotype and genotype ratios over two generations must be described using any one of: percentages, decimals and fractions. In PC 2.2 the idea of how one allele is dominant and masks the expression of the recessive allele in the phenotype when present, is in the context of the monohybrid crosses determined for PC 2.1 over the two generations.

8924: Describe the structure and replication of deoxyribonucleic acid (DNA) - (version 3)

To show evidence of their understanding at level 6 of the Biology curriculum, students require some direction to scaffold their answers around diagrams and/or models of the structure and replication of DNA.

Element 1: In describing the structure of DNA as a double helix (PC 1.1), students could be asked to either draw the shape or identify it from a range of shapes, as well as name the shape. For PC 1.2 students could label the parts 'base', 'phosphate' and 'sugar' in an unlabelled, stylised ladder-like diagram. For PC 1.3 they must describe how the bases are arranged in a DNA molecule. The following link is useful for diagrams of the structure of the DNA molecule.

Element 2: For PC 2.1, "The description of DNA replication is in terms of the sequence of events....", students are required to clearly establish that DNA replication is a semi-conservative process. For example, they could be asked to draw a sequence of diagrams, or complete one with a first stage given, to show how DNA replicates. The diagram should show correct base pairs in the rungs of the original molecule and end with two identical DNA molecules, each made up of one new strand and one old strand.

Level 2 Unit Standards

6308: Explain how genetic change occurs within populations (version 4)

There are a number of assessment tasks from the NZQA Biology 1997 Assessment Guide for this standard, at least one for each of the four elements.

Be aware that the current version number of 6308 is 4, and element 2 reads, "Describe a process that leads to genetic variability between generations."

The conditions must be clearly specified with regard to the time allowed, indicating clearly if the assessment is to be carried out at separate times (for each element), or as a whole in a single test.

Element 1: At Level 2 Biology NCEA, it is more appropriate for students to describe their own example for the types of scientific evidence for evolution rather than select and match these from examples provided.

Element 3: To achieve this element, students must produce a complete performance from a given context i.e. there is no allowance for follow on errors in the determination of a simple dihybrid cross. For PC 3.1, both the phenotype AND genotype ratios for a simple dihybrid cross are required. Assessors should note that the requirement for students to determine the genotype ratios for the F2 generation for a simple dihybrid cross is frequently missing, resulting in students not achieving the standard. For PC 3.2, the terms dominant and recessive alleles must be used to explain the phenotype ratio of at least one dihybrid cross based on allele interactions only.

Element 4: Students are required to explain how natural selection occurs in relation to changes in a gene pool over time. Special note 4 - "causes of variation in a gene pool could include selection pressures, mutation, migration, genetic drift, and the founder effect." Therefore for at least one example, their answers must identify the cause of the change in the gene pool, as well as explain the change in the gene pool in terms of how the variation is caused.

6311: Explain reasons for the special characteristics of New Zealand 's flora and fauna (version 4)

Element 1: The range statement for version 4 of the standard must give students the opportunity to describe examples of the special characteristics of endemic NZ organisms for both flora and fauna. This means providing the opportunity to describe these characteristics using an example of a named endemic NZ plant/plant group AND a named endemic NZ animal/animal group. Therefore selecting only one organism or an organism from overseas does not meet the requirements. The name may be the Maori name, scientific name or common name. It could also indentify a particular species or genus.

Special note 2 states, "Special characteristics of the New Zealand flora and fauna are those not typically found in other countries and could be morphological, physiological, or behavioural. For example: flightlessness in birds, gigantism in insects or birds, pale and white flowers in plants (e.g. alpine flowers), the paucity of mammals . Other examples could be archaic forms like the tuatara, dioecious plants.

For PC 1.1, students describe what makes the characteristics of the organism special, and then for PC 1.2, describe the role of the special characteristics in the organism's ecological niche. At least ONE characteristic must be described for at least one named endemic NZ plant/plant group and one named endemic NZ animal/animal group to meet both performance criteria of element 1.

Element 2: For PC 2.1, students must explain reasons for the evolution of the special characteristics by linking them to at least one relevant event in the geological history of New Zealand. For example, relevant geological events could be tectonic plate movements (e.g. separation of NZ from Gondwanaland prior to evolution of mammals meant that archaic forms of plants and animals survived, Kaikoura orogeny/mountain building or the ice ages).

For PC 2.2, students are required to explain the differences in an endemic plant and an endemic animal linked to at least one relevant non-geological event- refer to the range statement of element 2. For example, with the absence of mammals ecological niches normally occupied by mammals were available to endemic birds and insects.

6312: Investigate factors that affect a living process (version 4)

Element 1: For PC 1.1, filling in spaces is not evidence of description at level 7 of the Science curriculum. At this level, students are expected to give an overview of the living process by describing the main stages using sentences (description of chemical details e.g. in respiration and photosynthesis are not required - refer to special note 3) and use the correct biological terms.

For example, for a test on respiration, in describing an overview of the main stages of the process of respiration, this could be linked to an organism e.g. humans. A list of up to ten words/phrases could be given that would be found in an account of respiration in humans e.g. aerobic respiration, anaerobic respiration Krebs's cycle, ATP, cytoplasm, carbon dioxide, mitochondrion, lactic acid etc. could be provided. Students could be asked to "Use these words and phrases to help you write a description of the main stages of respiration in humans. The words may be used more than once and any other appropriate words can be used. Use diagrams if you think they might help your description. You must use all the words and phrases provided."

PC 1.2 requires students to link this living process to the overall maintenance of the organism, e.g. "Describe why respiration is important in humans".

Element 2: In PC 2.1 a table, graph or calculation of averages is evidence of quantifying the effect of altering one variable on the living process. IN PC 2.2 the description of the effect of altering one variable at level 7 of the Science curriculum must be explicit and relate to the processed data. For example, for breathing in the human body (note - not respiration) "when comparing the rate at rest with the rate after 5 minutes of exercise, the average breathing rate increased from 11 breaths/minute to19 breaths/minute."

8925: Investigate diversity in animals (version 3)

Version 3 of this standard has had significant changes compared to earlier versions to clarify the interpretation of element 2, for which there is now only one performance criterion. There is also a minor change in the wording of PC 1.2 of element 1.

Special note 3 states, "Structural and functional features of animals may be related to the biological processes of nutrition, gas exchange, excretion, transport, sensitivity and co-ordination, support and movement, reproduction, growth, and development."

Element 1: A practical investigation must be carried out.

For PC 1.1, the information on individuals from at least TWO different animal groups must provide a comparison between the features of each animal and therefore animal group. For example, when comparing movement in "legs and fins", three labelled sketches of each animal could provide a comparison between features in the movement of a named crab and a named fish.

Direction can be given on carrying out any dissections. For example, at least two labels in each of the sketches of the main parts of a locust's tracheae and sheep's lungs to enable a comparison of features associated with gas exchange would be expected.

In PC 1.2 the explanation should give at least two differences in relation to the structure and/or function of the features associated with, for example, movement in the crab and the fish.

Element 2: for PC 2.1 students are required to explain the diversity in features in at least three animal groups in terms of the organisms' way of life i.e. its ecological niche. For the animal from each group, at least two features must be clearly related to the animal's way of life at level 7 of the Biology curriculum.

The supplementary support notes "bio2_supportmaterial_13feb06.doc" on the TKI website are recommended for guidance on the interpretation, teaching and assessment against this standard."

8926: Investigate diversity in plants (version 3)

See previous comments for 8925. Special note 3 states, "Structural and functional features of plants may be related to the biological processes of nutrition, gas exchange, excretion, transport, sensitivity and co-ordination, support and movement, reproduction, growth, and development."

Element 1: In an investigation of transpiration, students could compare the number of stomata in the epidermis of leaves of mesophytes and xerophytes by using microscopes to compare the stomata counts on leaves from these two different plant groups. For PC 1.1, the average of known values of stomata counts, at specific magnifications for each leaf from named examples used is required.

For PC 1.2 the explanation should give at least two differences in linking the number OR placement of stomata to the role of stomata in controlling water loss in each leaf.

Element 2: Refer to previous comments for 8925.

The supplementary support notes "bio2_supportmaterial_13feb06.doc" on the TKI website are recommended for guidance on the interpretation, teaching and assessment against this standard."

8927: Investigate structure and function in cells (version 4)

Element 1: For PC 1.1, giving students labelled plant/animal cell diagrams gives too much direction at level 2 NCEA Biology. Students could be given a diagram(s) with the cell components labelled by letter or number, and instructed to name structures and then choose the appropriate responses to decide on components present or absent to meet the criteria of PC 1.1. The evidence in schedules for PC 1.1 often specifies vacuoles as being "absent" from animal cells. Vacuoles can sometimes appear in animal cells but are much smaller. This statement could be modified to "large vacuoles". At least three components in plant cells not found in animal cells could be named.

For PC 1.2 both shape and organelle differences, related to the function of one animal cell and one plant cell (compared with typical unspecialised plant and animal cells) are expected. For example, "A muscle cell in the human body is long and narrow. This shape allows many cells to be grouped together to form a long narrow bundle of muscle tissue. Muscle cells also have more mitochondria to give them the energy required to contract and provide movement. The root hair cell in a plant has a long extension out the side into the soil. This means the cell membrane has a large surface area which can absorb more water by osmosis. Also within the root hair cell is a larger vacuole which allows for the increased water absorbed to be stored."

Element 2: A practical investigation must be carried out. The standard does not assess the method; therefore students should be given enough direction to scaffold the investigation, without being given the range of the manipulated variable. The key aspect assessed in this element is their ability to choose their own valid range of the independent variable. Refer to PC 2.1 - "One variable is manipulated to quantify its effect on the cell process."

For PC 2.1, data can be processed as either a table or graph of the calculations of averages of trials/repeats. The range the variable is manipulated over must have a significant and meaningful effect on one of: photosynthesis, respiration, diffusion or enzyme activity. For example, for an investigation of osmosis the processed data is presented in an ordered table that relates the change in potato mass to a valid range of four or five sugar concentrations.

PC 2.2 - for example, an explanation of osmosis could be, "Osmosis is the movement of water from an area of high water concentration to low water concentration across a semi-permeable membrane. The cell membrane is semi-permeable, letting water through but not sugar. When placed in high concentrations of sugar (low concentration of water), water moves out of the potato cells causing a loss of mass. When placed in low sugar concentrations (high water concentration), water moves into the potato cells causing a gain in mass."

Also note:

Using the TKI resource Making Chips which assesses against AS 90457 can be problematic. Much of this investigation goes beyond what is expected to meet the requirements of US 8927, version 4. If this is used, clarify this in the instructions and clearly identify which parts of this task assess against PC 2.1 and PC 2.2 of US 8927. Students are only expected to manipulate one variable to quantify its effect on the cell process of osmosis for PC 2.1, and explain the relationship between the data and the variable in terms of osmosis for PC 2.2.

8928: Use a microscope to investigate biological material (version 3)

Direction/supervision when preparing and viewing slides:

Teachers must ensure that they do not provide too much direction in the instructions. For example, instructions such as "use a cover slip", "add iodine" and "view under high power x 400" provide too much direction and should not be included in an assessment activity.

The evidence for each slide prepared must reflect the range statement of PC 1.1 i.e. with the answers/typical performance expected e.g. thickness of biological material, no/few air bubbles, stain used to clarify view, sufficient use of liquid, coverslip, visibility and magnification etc. for both slides. When assessing students it is good practice to use (and submit for moderation), a Class Result Sheet, listing typical microscope slide preparation and viewing criteria. This can show clear evidence for whether elements 1 and 2 have been achieved by each student, and also allows the moderator to verify how teacher judgements were made.

Biological drawing:

At level 7 of the Biology curriculum, students are expected to have learned the requirements for slide making and viewing and for biological drawings, then demonstrate this in an assessment. The biological drawing must be from the student's own prepared slides, not from diagrams, photos or slides provided by the teacher.

An annotated example of the expected quality of drawing cell(s), in the context of those investigated, are expected to be included as evidence with the schedule. The drawings should not be stylised and should contain details that can't be seen with a light microscope, for example ribosomes, nucleolus Students should be instructed to draw a biological drawing of at least one cell from the biological material provided using the techniques they have learned, and to label at least two organelles. The judgement statements in the assessment schedule must be clearly specified.

For example, "The drawing of an onion epidermal cell is self-explanatory, and:

the cell is identified by name in the title
the correct magnification indicated
the cell has a recognisable shape
is in pencil and is drawn in proportion, without shading or cross hatching
is an appropriate size.

Examples of biological drawings of cells

Example 1:

magnification not given
cells are drawn correctly, but chloroplasts are not
nuclei are grainy in texture.

Borderline - but if the magnification was given it would be just at Credit for PC 3.1.

Example 2:

cell membrane not correctly labelled
sketchy, and evidence of shading
guard cells drawn as a complete ring
the epidermal cells are rounded off, these are normally shown with complete cell walls on all sides.

This diagram is at 'no credit' for PC 3.1

Example 3:

cell membrane is correctly labelled
the epidermal cells are normally with complete cell walls on all sides
magnification shown
at least two organelles correctly named.

This diagram is at 'credit' for PC 3.1

Level 3 Unit Standards

6317: Explain the process of speciation (version 4)

Version 4 of the standard requires students to explain speciation and describe a pattern of evolution with reference to a New Zealand organism. There is only one performance criterion for each of the two elements.

Element 1: for PC 1.1 the explanation of speciation should outline how isolating mechanisms e.g. geographical barriers, ecological barriers, reproduction barriers, and polyploidy and selective pressures contribute to changes in the gene pool.

Element 2: for PC 2.1 the description must name NZ examples to establish the characteristics of at least ONE pattern of evolution. Special note 4 - "Patterns of evolution could include parallel, convergent, and adaptive radiation." For example, a description of adaptive radiation would establish the characteristics - a common ancestor, range of available niches, species showing variation, selection pressures in different habitats, and specific isolating mechanisms leading to adaptive radiation. At least TWO examples of New Zealand species should be named with a brief description of the way their ecological niches are linked to the adaptive radiation.

6318: Interpret scientific evidence for human evolution (version 4)

Some assessment materials used on human biological and cultural evolution are over ten years old, so the timeline and other information must be updated with more contemporary information. For example, the split between the hominids and chimps now seems to be 8-6 million years before the present, and the split of the orangutans now about 15-12 MYbullet point. The supplementary support notes "bio3_supportgenetics_16feb" on the TKI website are recommended for ongoing guidance on the interpretation, teaching and assessment against this standard."

6319: Make an informed judgement on a contemporary biological issue (version 4)

Element 2: version 4 of the standard has some changes to earlier versions. The word recommendation has been replaced by judgement so it now reads, "Make a judgement on an implication relating to contemporary biological issue." PC 2.3 is an additional performance criterion, "The judgement is supported by literature references." This requires the student to name specific sources of information they have used .

6320: Describe a biological technique used in contemporary molecular biology or biotechnology (version 4)

"Contemporary" means techniques that are presently used and/or recently developed.

For example, the evidence for the development and use of PCR in DNA fingerprinting to meet human needs/demand should be updated with more recent knowledge of this technique.

Element 2: for PC 2.1, using PCR as an example of a technique, students explain the alterations to PCR (not just describe PCR) and its use that have occurred over time i.e. improvements to PCR techniques over time, as the result of human need/demand for the technique and how this has increased the use of it.

For example:

PCR uses DNA polymerase to produce large amounts of DNA from a small sample
faster ways of reading off base samples
being able to order specific restriction and ligase enzymes commercially
fragments are separated by size using gel electrophoresis
being able to make DNA with a known sequence for probes that target specific regions of DNA
improved knowledge of suitable temperatures to carry out PCR
better at preventing DNA contamination.

At least three improvements over time using PCR that relate to DNA finger printing technology should be stated.

For PC 2.2 the student should explain how the technique is used in response to changes in human needs or demands i.e. the focus is on how the use of the technique has changed, rather than changes in the way the technique is carried out.

The supplementary support notes "bio3_supportmaterial_15feb06.doc" on the TKI website are also recommended for ongoing guidance on the interpretation, teaching and assessment against this standard.

8931: Describe gene expression (version 3)

Element 1: for PC 1.1 students are required to describe the synthesis of a polypeptide chain at level 3 NCEA Biology. This means that sufficient detail should be provided using the correct biological terminology for the process.

PC 1.2 at this level, the interpretation is that at least five steps (at least two for transcription and two for translation) are described in the sequence of events during protein synthesis.

Element 2: for PC 2.1 in describing a hereditary metabolic disorder the evidence must include specific information on the genetic dysfunction. For example, in the PKU pathway, the genetic source is that homozygous recessive people are unable to produce the enzyme phenylalanine hydroxylase. The description must distinguish between the dysfunctional metabolic pathway and the normal pathway.

Element 3: in using the operon theory in the lactose metabolism system in E. coli to explain how genes can be turned on and off as an example of the control of gene expression for PC 3.1, the effect of the absence and presence of the repressor on enzyme production in bacteria in this example must be described.

For example,

"In the absence of the substrate the repressor binds to the DNA at the operator position, stopping the movement of the RNA polymerase past the promoter; hence no RNA is made and no enzymes produced by the structural genes. In the presence of the substrate the repressor is removed from the DNA, allowing the movement of the RNA polymerase along the DNA resulting in the production of the enzyme."

8932: Describe gene-gene and gene-environment interaction (version 3)

Element 1: For PC 1.1, F2 genotype and phenotype ratios must be determined for a dihybrid cross involving an example of a gene interaction. . Frequently students complete phenotype ratios but not genotype ratios, which results in them not achieving the standard. Teachers need to ensure that assessment activities clearly instruct students to complete phenotype and genotype ratios for the dihybrid cross.

Special note 2 states, "Gene interactions could include epistasis, complementary genes, polygenes, collaboration.

Element 2: for PC 2.1 an explanation is required for at least one type of mutation influenced by an environmental factor. For example, "Gene mutations are small, localized changes in the structure of a DNA strand. A 'base substitution' is an example of a gene mutation, which may happen when one base in DNA is substituted for another when exposed to a mutagen like UV radiation. Sometimes a gene mutation may have no effect on the structure of the protein made due to the degenerative nature of the genetic code. However a change in a single base can alter the amino acid that is coded for. If one amino acid is wrong the biological function of the protein can change, sometimes with massive effect."

Element 3: for PC 3.1, an explanation must clearly state how the different environmental conditions alter the expression of the genotype, to cause a variation in the phenotype (i.e. for the same heritable trait).

8933: Relate aspects of animal behaviour to environmental factors (version 3)

Element 1: at level 3 NCEA Biology, students are expected to carry out an investigation with guidance. Students could choose to investigate an animal response from those listed in special note 3 i.e. "Aspects of animal responses include taxes, kineses, inter-specific and intra-specific behaviours."

In formative work, students could find out about possible behavioural adaptations of the chosen animal suitable for study, which are related to environmental factors. The teacher should guide them on the appropriateness of the investigation, as well as the aspect of animal ethics (see special note 2). Milestones could be used to authenticate the investigation. The normal procedures for individually carrying out a scientific investigation, and processing data to determine a pattern or trend, should be observed. For example, in an investigation using slaters, a general introduction that describes some of typical responses that slaters make to environmental factors would help to clarify the intent in relation to the requirements of the standard i.e. taxes and kineses. Students should be given an aim or possible aims to choose from to investigate, linked to the introduction e.g. "To find out what light intensity level is critical in producing a phototaxic response in slaters."

For PC 1.1 and the method, some guidance can be given. Students are, however, required to decide on an appropriate range of the independent variable to establish the presence or absence of a pattern. Their plan should also identify what data will be measured, for example, details of how the choice chambers are set up and the averaging of results. The plan should be approved by the teacher before it is carried out.

An assessment schedule must include examples of evidence of the method and results of the typical performance expected to meet the requirements of the three performance criteria of the element. For example, for PC 1.2, an example table of results showing details of the range of the independent variable, trials and averaging is expected. For PC 1.3, data should be accurately processed in a graph to allow it to be analysed to determine the critical level of stimulus needed to produce a response.

Last updated: 15 April 2009

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