Answers to Sample Questions - Short Response Items Example 1 Discussion and Indicative Solutions Typical arguments for and against will be mapped in the marking scheme. The marking scheme is not a fixed model answer. It is assumed there are a range of comments that may be judged to be strong and substantial, and that the way in which an idea is developed has an impact on the quality of the response. Candidates will offer arguments that have not been anticipated in the preliminary mark scheme and these arguments will be accommodated in the marking. Some indicative student responses are offered below. They are ranked from weakest to strongest. The first pro argument of Response 1 merely restates the proposition, and the second point about work for the dole stopping recipients becoming 'lazy' is not explained or very persuasive. (It is assumed that people become lazy if they are on the dole and compulsory community work will stop the unemployed becoming lazy.) The first of the con arguments simply asserts the opposing proposition. The second con comment that compares the dole with Austudy s a kind of argument, but the candidate is not aware of the sense in which Austudy (and receiving child support as a single mother?) is not sitting at home doing nothing. The con arguments of this candidate seem significantly weaker than the pro arguments. For Student Response 3 the first pro argument presents a notion of fairness, and the second suggests a way work for the dole would benefit the unemployed. The first con argument makes the point about working for the dole taking time that the unemployed could spend finding work. The second con comment argues for training and education, which will be of more benefit to the unemployed than any work experience. Student response 1 Pro Reason 1: Why should people get the dole and earn money from people who are working and paying taxes to provide this. They should at least do some community work. Pro Reason 2: People who get the dole will find it hard to go back to work. They will prefer to sit at home and do nothing. At least community work will stop them becoming 'lazy'. Con Reason 1: If people choose to take the dole why should they have to work for it? Con Reason 2: Students receive Austudy, single mothers receive money from the government, etc. why shouldn't the unemployed receive financial help for nothing. Student response 2 Pro Reason 1: If people are given money for nothing then they have no incentive to work for a wage. Why bother busting your hump for 5 days a week when you can get paid for sitting at home doing nothing. If people on the dole don't have to work to get money they won't, and they'll be on the dole forever. Pro Reason 2: It is taxes from the community that pays the wage of people on the dole. Rather than being paid for nothing, it seems a lot fairer that people on the dole give something back to the community. The community is forking out the money and what are they getting? Con Reason 1: If people on the dole have to do community work then they won't get time to try for a job. They will have no time to go to interviews etc. and will be on the dole for the rest of their lives. Con Reason 2: If people have to do community work to receive the dole, then what do we do to the people who refuse to do the work. We can't just let them live in poverty. But then how can we given them money to keep them from starving while other people have to do community work to receive their money. Student response 3 Pro Reason 1: A fair days pay for a fair days work. If tax payers are paying for people to be on the dole then these people should do community work, thus saving money on hiring other people with other jobs to do, thus saving the tax payer. If the unemployed are not looking for ajob and don't have a physical reason for not working then they should do community service. Pro Reason 2: A lot of the time unemployed people want to work, but can't due to lack of references. If an employer sees that someone is willing to work and sees that a person has a community service reference then an unemployed person has more chance of getting that job. Con Reason 1: Usually unemployed people want to work and are looking for work. By making them do community service the unemployed have less time to actually spend looking for a job. Con Reason 2: Community work although giving unemployed people something to do isn't giving them much training or education to better themselves for a higher qualified job. Instead of community work and the dole pay for them to have training at tech or university. Example 2: Discussion and indicative Solutions The best responses will: include all significant stages in the life of Schistosoma; adults, eggs, larva I, larva 2; clearly show the correct sequence of stages; include the roles of human and snail as hosts and the role of water in transmission; use arrows, boxes and words as specified in the question; demonstrate the cycle or repeating sequence of Schistosoma infection. Satisfactory responses will: include main stages in the life of Schistosoma; include aspects of role of human, water and/or snail; use arrows, boxes and words as specified in the question. Student response 1 This is a low level response as the answer includes only part of the life of Schistosoma. The roles of water and the aquatic snail have been omitted. Parasites Lay eggs Infection Excreted Larva Enter (human Human waste) Egg hatches Student response 2 The second response is medium level because it includes the sequence from human to river to snail but has wrongly placed the egg hatching in the snails. There is no mention of larvae or of the role of water in human infection. The answer meets some only of the specifications in the question. Student response 3 Response 3 is also of medium level because it includes the main stages in the life of Schistosoma but has used a format that does not clearly show the role of two types of larvae in cycling from human to snail and back again. The role of water is included. The release of eggs via human waste is omitted and there is some confusion about who is laying the eggs. This answer does not meet the specification 'as fully as possible'. Student response 4 Response 4 is of a high level because it has included the significant stages in the life of Schistosoma and clearly shown the cycling from human to snail and back again. The role of water in the hatching of the first larval stage and the transport of the second larval stage is clear. The release of eggs in human waste and the organs involved inside the human body have been omitted but are not significant. This answer meets all the specifications of the question. The following is a model answer. The life of Schistosoma could be represented as a cycle or as a sequence starting and ending with human infection or at some other stage. The connections shown in grey are not essential. Example 3: Discussion and indicative Solutions The following is a model description and interpretation but it is not a template. It does not cover all possibilities, and it is assumed there are a range of comments that may be judged to be strong and substantial, and that the way in which an idea is developed has an impact on the quality of the response. Candidates will offer responses that have not been anticipated in the preliminary mark scheme, and these views will be accommodated in the marking. Desciption Interpretation The image is that of a torso and The clothing is formal and conservative. head. The figure has no face or other distinguishing The figure is clothed in a suit and features. It seems anonymous and impersonal. It tie. is not an individual. But a finger print is more or The image is constructed with less unique, so the face is in a sense unique. finger or thumb prints. The image suggests different things. The face of the figure is a It might be said that the figure is anonymous, and thumbprint. lacks individuality There is a detailed and distinctive On the other hand it might be said that the figure pattern to the thumbprint that is is actually unique although it appears the face. anonymous. The figure may symbolise a number of things Some indicative student responses are offered below. The responses are ranked from weakest to strongest. Student Response 1 is a simple literal description of the figure with no interpretation. Student Response 3 is a very specific analysis and interpretation. It identifies and explains different possible suggestions of the image and recognises that it has symbolic suggestions. Student Response 1 The illustration opposite looks like a man in a suit and tie. It is made up of fingerprints. It is very interesting as at first I only noticed the fingerprints. The man is very big across the shoulders with a very long, oval face. He doesn't seem to have a neck. Student Response 2 There may be a number of intended messages in the picture. The man has been constructed from fingerprints, suggesting individualism, however, the fingerprints may represent the ability for authorities to pry into each individual persons life. After all, if our fingerprints can be taken and kept on a permanent record, who is to say that the rest of our lives cant be affected in the same way. The piece may either be portraying individualism, or expressing a lack of personal privacy. Student Response 3 The first impression I got was of a faceless person, representing anyone of us who don't represent anything. I think there are two ways it could be taken. As we know, fingerprints are individual for everyone, it could suggest that although we may look the same, as many fingerprints do, we are all individuals, like the fingerprints. But to me it more strongly suggests, that in society, we are nameless, faceless people, known and recognized as a person by the government only by a set of fingerprints, or an ID number, but that to them, we are not real people, just a statistic in their books.
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