UNIT 1 AL and RSPCA
UNIT 1 AL and RSPCA
Question 1
What 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 comments
auimals are divided into human and non-human
humans are also animals
humans are similar to or related to animals
humans are not superior to other animals
Question 2
What 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 comments
humans have a special dignity that should be maintained
humans have a dignity that is different from that of animals
humans should act with a humanity that distinguishes them from animals
because of their special dignity humans should treat animals with care
Question 3
Compare and contrast the views of Animal Liberation and the Royal Society for the
Prevention 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 Liberation |RSPCA |
|focuses on human harm of animals |accepts human use of animals |
|animals are exploited and vulnerable |opposed to cruelty |
|animals have rights |want to encourage kind treatment |
|opposed to the use of animals |positive view of humanity |
|opposed to any killing of animals? |focuses on human care rather than |
| |animal rights |
|Comparison |
|AL is more challenging, hard line or extreme |
|AL challenges fundamental aspects of the status quo |
|RSPCA is more conservative and unthreatening |
| |
|(RSPCA has a certain establishment tone |
|RSPCA 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 into |
| |it 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 the |
| |water 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 the
device 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 form |
| |somewhere in pipe above the device or in the later path |
| |• ball tight fitting so may stick in device before it is full or completely prevent |
| |it from· filling |
| |• drain tap too high so that all the old water is not removed from the device |
| |via tap |
| |• leaves and/or dirt can fall into the device when it is not raining and cover the |
| |ball so that it sticks |
| |• there may be more dirty water than can fit into device so it may be only |
| |partially 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 later |
| |path |
| |• 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 the
changed design
|Score 3 |clearly explains how one problem might be solved, for example |
| |• removable base or tap moved to lowest point as a way of totally emptying |
| |the 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 the |
| |device |
|Score 2 |describes one improvement without describing how this solves the design |
| |problem |
| |• 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 change |
| |in 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 |Interpretation |
|an old or ill person in bed |the visitor seems to hide behind the |
|a visitor bringing flowers |flowers |
|a gesture of concern |the old/ill person is engulfed in the |
| |flowers |
|the flowers are huge | |
|the visitor and the visited cannot see |is the visitor hiding? |
|each other |is the visitor uncomfortable? |
|the flowers are a barrier between the |or guilty? |
|visitor and the old/ill person |a gesture of concern that seems |
| |embarrassed, evasive of defensive? |
| |tokenistic gesture? insincere? |
| |hiding behind ritual? |
Question 8 Draw a sociogram of the responses of the evening shift. (2)
[pic]
|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, a |
| |person omitted or wrongly placed |
|Score 0 |more than two arrows or relationships missing or wrong, other answers |
Unit 5 Knowledge and wisdom quote
Question 9 What does Hermann Hesse suggest about knowledge and wisdom (2)
Responses will be judged on the quality of the understanding and interpretation of the
material.
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 shown
wisdom is
• something a person is, not something they know
• not an idea or view
• a condition or state
|Score 2 |description and interpretation |
| |precise description or assertion |
|Score 1 |description without interpretation - paraphrase |
| |interpretation without description - mere assertion |
| |simple description and interpretation |
UNIT 6: Cable ISP
Question 10
|Score 1 |Plan I |
Question 11
|Score 2 |Both lines correctly drawn and labelled. |
|Score 1: |One line correctly drawn and labelled or both lines drawn but not labelled. |
Question 12
|Score 1 |1500 MB or at a minimum of 1500 MB |
Question 13
|Score 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 additional |
| |download usage); |
| |Note: Students may give calculated values but do not have to. (Monthly |
| |cost: $ 150, additional download over limit 3000 MB). |
| |Note: students may also calculate the total monthly download for each |
| |plan |
| |(Plan 1: 4000 MB; Plan 2: 6000 MB; Plan 3: 8000 MB) but it is not |
| |necessary to do this to gain full marks. |
|Score 1: |The intersection point corresponds to the same dollar cost for each plan or |
| |the 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 comments
|Content |Comment |
|JM1 |Exaggerated, overstated, unqualified, crude |
|forced into crime | |
|BL |has a kind of point about choice, but too |
|you have a choice |simple? |
|it's a cop out blame society |doesn't quite answer JM |
|suffer to atone, balance evil |atone or balance? why? In what sense? they |
|we want a reduction in crime |deserve it? justice? |
|rehabilitation to protect the law |recognises punishment can increase crime - a |
|abiding |contradiction? |
|most deserve what they get | |
|JM2 |has a point about difficulty and causes |
|not so easy |has a point about reducing crime |
|reduce crime = change policing, and |exaggeration of crime as social injustice |
|number of prisoners and prisons |has a point about punishment and further crime |
|crime indicates social injustice |- university of crime |
|prisons are universities of crime | |
|Overall |
|JM's position is consistent but exaggerated and simplistic |
|BL's response does not quite rebut JM |
|BL 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 Growgreat |
|Score 1: |the effect of water |
Question 16 In evaluating the claim, how useful would be a comparison of the results
of 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 the |
| |dry tablet with the tablet dissolved in water |
|Score 1: |Not useful, but explanation does not refer to adding water with the tablet |
| |Useful in showing how the pill works whether dissolved or not |
QUESTION 17 In order to evaluate the claim, which two tests would provide
the 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 reason |
|Score 2: |• treatments I and V |
| |• because only this pair differs just in the use of the pill |
|Score 1: |• treatments I and V |
| |• treatments I and IV because they differ only in the use of the pill and |
| |the 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 comments
|Pro 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 tertiary |
|education as they can |
|• society benefits from the skills of those with tertiary education so it is to |
|society's advantage to have people do tertiary education |
|• tertiary fees are unfair to those without resources - free tertiary education |
|benefits 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 for |
|those 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 free |
|tertiary education benefits the advantaged |
|• there are better ways of giving tertiary education to the poor than having no |
|fees |
|• people will undertake tertiary education whether they have to pay for it or |
|not 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 to |
| |Hobart (or south or higher latitudes ; |
Part 2
|Score 2: |% ozone decrease associated with % UV-Band increase twice as large; |
|Score 1: |% ozone decrease associated with % UV-B increase; |
Part 3
|Score 1 |rate of ozone decrease is less in 1990-2005 compared with 1980-1990. |
Question 21
|Score 1: |Darwin had the greatest level of UV -B radiation in 1980. |
Question 22
|Score 3 |80 units, shows reasoning in words or by calculation |
| |(8% of 1000), or {(19% of 1000) - (11% of 1000)} |
| |or |
| |Hobart starts at 1000 arbitrary units in 1980 (Figure 2) and should |
| |increase by 11% (10.7%) according to Figure 1, reaching 1100 (1107 to |
| |1110) by 1990. There is a further 8% increase by 2005 |
|Score 2 |answers in the range 75-85 units (not 80) with partial reasoning |
|Score 1 |anyone of the following |
| |• just gives number in the 70 to 90 unit range, without clear |
| |explanation |
| |• 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 23
|Score 2 |Discussion indicates that although Hobart will have the greatest % UV-B |
| |increase by 2005, the actual UVB increase will not be enough to overtake |
| |the UV-B level of the other cities. It follows that the cancer risk will also |
| |be greater in other cities. |
|Score 1 |The article is inaccurate. Hobart will have a UV-B increase but it will not |
| |reach the level of any other city. |
| |The article is inaccurate. Hobart will not have the greatest cancer risk. |
Unit 11
Question 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 the
material.
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 interpretation |
| |precise description or assertion |
|Score 1 |description without interpretation - paraphrase |
| |interpretation without description - mere assertion |
| |simple description and interpretation |
Unit 12
Question 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 |Interpretation |
|a modem and unusual looking computer |the text directs our attention to the appearance of the computer in a surprising way |
|placed on an object that does not | |
|seem to be a desk. |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 not seem to be an office or a | |
|study where one would expect to see a |does the text anticipate and disarm the response that the |
|computer |appearance of a computer does not matter? |
| | |
|situation seems very modem or |rather that rejecting the claim of the advertisement are we |
|futuristic. |to think that appearance is not 'totally and completely |
| |irrelevant'? |
|the purpose is to draw our | |
|attention to the |or is the text expecting us to recognise that it is disarming |
|appearance of the |by overstating and making a joke of the objection that |
|computer by stating that |appearance does not matter? |
|its appearance is | |
|unimportant | |
Question 26
What is the wind speed when the wave height is 13.6 m and the fetch is 1000 km?
|Score 1: |1100 km/h |
Question 27
Estimate 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
[pic]
|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 range |
|Score 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
[pic]
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 X |
| |and Y that reflect this. L2 can be any of 60-120 km/h, L3 is at least 20 |
| |km/h less than L2. |
|Score 2: |L1- L4 correct, no values for wind speed |
|Score 1: |Ll and L4 wave height and fetch, may be in reverse order. |
Question 30
What do the data in Table 1show about the relationships between the three
variables?
|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 height |
|Score 1: |either of fetch or wind speed increase wave height |
Higher level answer
The 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
Appendix
Sample calculation for Q 13
To work out the intersection point of the graph lines where total cost and download
above the limit are equal.
L = download above limit, C = total cost
Plan 1: C = 60 + 3L/100
Plan 2: C = 90 + 2L/100
Plan 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 limit
D = total download in a month at the intersection point
Plan 1: C = 60 + 3(D1 - 1000)/100
Plan 2: C = 90 + 2(D2 - 3000)/100
Plan 3: C = 120 + (D3 - 5000)/100
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