please note that this is a draft version of pathways to...

Please note that this is a draft version of Pathways to Success: Cognitive Verbs.

During the editing process, we anticipate that some content will change and errors or omissions will be corrected.

We welcome any feedback or advice that you would like to provide, so that we can ensure that the final product is of the highest possible standard and has been designed to suit the needs of our clients. Please get in touch if you think anything should be added or removed.

You can complete the feedback form at www.mightyminds.com.au/pts-cv-feedback or email us at [email protected]

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Pathways to Success Cognitive VerbsBy Steven McCabe& the Mighty Minds team

Inv

esti

gate

EXPLORE

Make decisions

Experiment

calculate

Justify

CONSIDER

Reflect

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Pathways to Success Cognitive Verbs

Section OneDesiring Success The Right Attitude How to Succeed in Senior Motivation The Wheel of Success Know Yourself Changing from Passive Learner to an Active Learner Characteristics of Successful People Investing in Your Future Planning for Success The Right Approach – A Matter of Balance Being Organised Change Your Point of Entry Improving Your Study Skills Effective Learning Key Features of Effective Learning Designing a Study Timetable My Study Timetable

Section TwoFundamental Learning – Literacy Proofreading Punctuation – Frequently Used Punctuation – Less Frequently Used Punctuation – Frequently Misused Spelling Grammar Using the Correct Word Words that are Easily Confused Analysing Poetry Fundamental Learning – Visual Literacy Visual Texts Context Visual Techniques Other Aspects to Consider Use of Symbols Questions Involving Visual Literacy Fundamental Learning – Numeracy Using graphs to display data Fractions Percentages Ratios Indices Algebra Order of Operations Rearranging Equations Substitution Developing and Solving Equations

CONTENTS

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Pathways to Problem Solving Which Level of Problem Solver are You? Our Advice for when reading a problem Our Advice for when answering a problem Responses that involve making a list Responses that involve constructing a graph Responses that involve using a diagram Using flowcharts to solve problems Developing and solving equations

Section ThreeCognitive Verb introduction What are Cognitive Verbs? The Three Levels

Section Four Level 1 Calculate Clarify Comprehend Communicate Define Demonstrate Describe Document Examine Execute Explain Identify Implement Recall Recognise Sketch Solve Summarise Symbolise Understand Use

Level 2 Analyse Apply Categorise Classify Compare Consider Contrast Critique Deduce Derive Determine Differentiate Discriminate Distinguish

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Level 2 Extrapolate Infer Interpret Judge Justify Make Decisions Modify Organise Prove Reflect on Resolve Sequence Structure Synthesise Level 3 Appraise Appreciate Argue Assess Comment Conduct Construct Create Decide Design Develop Devise Discuss Evaluate Experiment Explore Express Generate Hypothesis Investigate Manipulate Predict Propose Realise Test

Section Five Answers and Model Response Cognitive Verb Page Index SA

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DESIRING SUCCESSThe Right AttitudeHow do we achieve the success that we desire?

Perhaps we can gain some insight into this question by looking at the philosophies of those who have achieved considerable success.

“Always bear in mind that your own resolution to succeed is more important than any other one thing.” - ABRAHAM LINCOLN

"Being confident and believing in your own self-worth is necessary to achieving your potential." - SHERYL SANDBERG, CHIEF OPERATING OFFICER OF FACEBOOK

As with most successful people, Lincoln and Sandberg had no doubt that the most important factors in achieving success (or otherwise) are a person’s belief in themselves and their determination to succeed.

What is true in life is also true in education – our success is largely determined by our attitude and behaviour. If you believe you can succeed and you view your schoolwork as being important to achieving success, you will be much more likely to succeed.

From our experience, it is true that:

“Your thoughts lead to your actions; your actions form your habits; your habits become your behaviour; and, in turn, your behaviour determines your destiny.” - MIGHTY MINDS

A common example of this is a student who studies late at night and still expects to gain the most benefit from their schooling the following day. It has been proven that working late at night reduces students' ability to concentrate in class the next day.

Furthermore, many students study in their bedroom. However, bedrooms contain a lot of distractions (e.g. computer, social media, music, TV, stereo, great posters, fantastic views out the window). Despite these distractions, many students convince themselves that by simply being there, they are putting in a big effort.

Now might be a good time to check your attitude.

This book will help you explore the many pathways to success and will provide you with invaluable skills that will help you along the way; however, you will not move any closer to success until you truly desire it.

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MotivationAt the heart of success is motivation – the desire to achieve what you want. Motivation enables us to set out on the path to success and shows us the way forward. It is often far more important than talent, skill or ability.

GoalsGoals suggest what is possible. At the same time, they guide our actions in our pursuit of these possibilities.

How to succeed in senior1. Set academic goals.2. Have a strong, positive self-belief, attitude towards

what you want to achieve.3. Realise failure is often the first step to success.4. See the benefits of working consistently each week.5. Work collaboratively to reach your goals.6. Form study groups both at school and online.7. Be efficient – this includes time management and

effective learning skills.8. Understand the importance of the QCS Tests and

their relevance to your OP score. 9. Develop your problem-solving abilities so that

higher academic performance can be achieved.10. Construct a detailed plan for success – whether it be

for an assignment, essay, examination, presentation or job interview.

Activity 1

What is your goal? What do you want to be doing in ten years, five years, at the end of this year? Think not only in terms of work, but also in terms of personal goals. Do you want to be in a relationship? Do you want to be travelling? Where do you want to be living? What do you want to be doing? How strong is your motivation to achieve your goals? How much would you be willing to sacrifice to achieve them?

Decide what you want from your senior school years. Start with a list of everything that is important to you. They do not have to be in any particular order – just write them down as you think of them.

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Activity 2

Once you have started to identify what you are striving for, and you have carefully considered your goals, you will be more motivated to pursue them and commit to the actions needed to achieve them.

When setting your goals, always aim high – as David Lloyd George said, “Don’t be afraid to take a big step. You can’t cross a chasm in two small jumps.” Sometimes you might have to make some difficult decisions to achieve your goals. You might need to move to another state to study or to work in the field you want. You might need to do less of something you like, such as playing computer games, so that you have more time to focus on the activities that will ensure your success.

Activity 3

Now, look at your list carefully and rewrite it by ranking each item in order of importance.

For your goals to be achievable, you must take time to consider the best pathway for success. Now might be a good time to write an appraisal of your strengths and weaknesses. Be honest! If you have good IT skills include this; if you do not like performing in front of others, say so. Include personal characteristics as well as your academic attributes.

What will help you to achieve your goals? E.g. strong self-motivation, support of family/friends, mentors etc.

What will hinder your progress towards your goals? E.g. procrastination, lack of money etc.


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Consider the centre of the circle (0) as representing a low skill level in that ability and the outer edge (10) as representing a high skill level. Use a pencil to determine where you are placed on each “spoke” of the wheel for each skill set mentioned. Join these points (dot-to-dot style) to form your “wheel”. Consider your ability in each of the following:

The Wheel of SuccessA good way to look objectively at your situation is to chart it.

When completed honestly, The Wheel of Success diagram will give you a realistic appraisal of your current situation

Activity 4

• Time management: Do you have a study timetable – a weekly, monthly or term planner that you change/review regularly? Consider using your phone or computer to create an effective time table.

• Active learning methods: Underline, make notes and engage your brain by constantly asking yourself: What is going on here?; Would I take that step?; Would I solve the problem that way?; What is the meaning of that word or expression?; What could I do to improve that answer?; Is the technique I am using the best/most efficient?; How could I make things clearer?; What is this task/question requiring?

• Clear vision of goals: Do you set goals before you study? Do you have a reason for investing in your future? What are your goals for today? Tomorrow? Next week? Next month? This term? This year? Five years’ time? For your life?

• Personal responsibility for learning: Do you believe your success or lack of success is due to your teachers? Your parents? Your friends? Your attitude? Your effort? The hardships in your life? Or are you honest enough to admit that you are responsible for your learning?

• Question when uncertain: How often do you ask questions to your teachers, friends and parents? Do you disengage when you don’t understand, or do you seek clarification?

• Friends with goals: Are your friends focused? Do they have high ambitions? Do they apply themselves? Do they ridicule you when you focus on learning? Do their actions support or hinder you?

• Self-investment: What have you done to ensure your future? Do you work hard? Do you work smartly? Do you think about what you are doing? Do you work with your friends so that the pathway to your success becomes more enjoyable and achievable?

• Knowing yourself: Have you reflected on your strengths and weaknesses? Have you done anything to enhance your strengths or to improve your weaknesses? What is your level of self-belief? How much determination do you possess? Do your actions reflect your ambition?

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Now, take a close look at your wheel. How close to the outer edge is your wheel? The closer to the centre of the wheel for each skill, the more work you are required to do to improve this skill.

Activity 5

The areas I am achieving well in are:


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Having thought carefully about your desires, motivations, strengths and weaknesses, you are now in a position to set some realistic and achievable goals.

Before you commit your thoughts to paper, remember these helpful hints:

• Make your goals specific rather than general – it is much easier to judge whether you have achieved your goals if they are expressed specifically; and, if you have not met them, it is much easier to see what you have to do to get back on track.

• If your goals are long term, try to break them down into a series of short term goals that will ultimately help you reach your target.

• Make your goals personal and make sure that it is you who can determine the outcome. If you have to rely on others to achieve your goals, you might be let down.

• Do not be afraid to aim high.

Activity 6

Activity 7

The areas that I need to work on are:

My goals for this year are:

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KNOW YOURSELFBefore you start to consider how to improve your educational outcomes, it is logical to examine your current routine. Let us start with a simple exercise of self-discovery by looking at how you spend your time in a typical week.

A Week in My Life

Activity 8

Complete the A Week in My Life table on the next page by following the example below. Note what you do each week, including socialising, watching TV, playing sport, paid work, computer usage (social media, emailing etc.), travelling (car, bus etc. to and from school/sport), studying, reading, exercising, etc. Note also the approximate time of day these activities occur and the time you devote to each activity. For example, consider that, although you might start school at 8.40am and finish at 3pm each day, in reality you might start getting ready for school around 7am and arrive home around 4.30pm – so your schooling is really occupying all of this time and should be recorded as such. Another example is that you might have a paid job on a Thursday night from 5pm to 9pm; however, once you add the time it takes to get ready and the travelling time, it could actually occupy your time from 4pm to 10pm.

Example:


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A Week in My Life

Activity 9

After completing A Week in My Life, calculate the total number of hours per week spent on each activity.

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In order to improve any aspect of our lives, we need to spend time and effort working on it. Athletes, for example, invest time in training and improving their diets to improve their overall performance. Likewise, to improve your educational outcomes, you need to ensure you assign enough time to your study.

A senior school student should be allocating a minimum of 10 hours per week for study (this includes reading, assignments etc.).

If you have a look at your table of weekly activities, this amount of study time would only take up about 10% of your waking hours!

It is your task to slot these study hours in where they are most likely to be useful to you.

Review of Student Surveys

Recent surveys show that a large number of senior school students share similar characteristics. Students:

• Realise that they will more than likely be involved in further education (such as apprenticeships, TAFE courses, university etc.) after Year 12.

• Understand that having an educational qualification would give them access to a greater number of future pathways.

• Lack the motivation and/or drive to study on a regular basis, unless an assignment or examination is imminent.

• Generally find study boring and non-engaging.• Primarily study by themselves and in their bedrooms (where they have access to an

incredible number of distractions such as the internet, mobile phones, TV, and music).• Have a paid job that occupies at least eight hours of their time each week (remember, also,

that they might be paid for only six of those hours due to work-related preparation or travelling time).

• Do very little reading (fewer than 10% of students surveyed read for more than five hours per week and approximately 30% read for less than one hour per week).

• Spend at least 10 hours per week on technological distractions – this includes computers, emailing, text messaging, music, TV and social media.

• Spend an average of 4.5 hours per week on education-related activities outside normal school hours.

• Spend a considerable amount of time socialising with their friends and very little quality time with their family.

• Spend very little time each week on regular physical activity (only about 20% of Year 12 students spent a minimum of five hours per week on physical activity, which included such activities as going to the gym, team sports, etc. while approximately 40% of students spent less than one hour per week on physical activity).

• Have a dictionary but never use it and keep it at home instead of taking it to school.• Often stay up past 10pm.• Often have goals but lack a detailed plan to achieve these goals.• Sometimes have no goals.• Have results that often reflect a lack of drive to achieve above-average results.


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Characteristics of Successful PeopleThey:

1. Listen2. Reflect on what they are doing3. Have a willingness to change4. Study often5. Work together

You will need to know the following:1. Your academic goal for the year in terms of your OP/career choice.2. Your current level of achievement for each of your subjects. For example: You are at a SA7

or VHA3.3. The criteria that you are weakest in, for each of your subjects. If you do not know this,

ask your teacher. You should also ask your teacher which other students in your class are strong in the criteria you are weak in.

4. Your willingness to help each other to improve in these area of concern.5. Your learning style. Be willing to change so you can improve. Have you made plans to

ensure your success.

You need to do the following:1. Treat QCS as a subject – that is, spend at least two hours a week on improving your

abilities for these tests.2. Form or join after school or online classes for most, if not all, of your subjects. Once you

have joined you should contribute by providing difficult problems or better techniques to learn or address problems.

3. Ask your teachers for appropriate websites, books or other materials to assist with your learning, especially in your areas of weakness.

4. Find out from your teachers the format, criteria, test structure and topics for your next assessment, in each of your subjects.

5. Construct your own assessment piece which you can then swap and complete with other students. You should aim to do this at least twice for every assessment. You should aim to make your test as difficult as possible for the other students.

6. If your subject is a problem/questions based subject like mathematics you should aim to complete 200 difficult problems prior to the actual assessment.

7. Think carefully about the challenges ahead of you. When you know what is coming, you can make explicit plans to be successful.

Activity 10

Write down the name and contact numbers of six people with whom you would be willing to study on a regular basis.

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Investing in Your FutureIt is easy to make choices that seem worth it in the short term – watching TV instead of study, taking an extra shift at work when you have an assignment due soon.

Spending time on your phone or browsing the internet may be more fun than studying, but it is only a short-term gain. Having a part-time job means you will have money to spend now, but at the expense of taking time away from your studies. Schoolwork is an investment that will pay off in a few years, by increasing your knowledge and work habits, and opening up opportunities for you when you finish school.

Consider times recently when you may have procrastinated or made the choice for short-term gains rather than investing in yourself. What can you do to improve your future?

PLANNING FOR SUCCESSThe Right Approach - A Matter of Balance

As a senior student, your life is filled with many demands upon your time. You have to learn how to effectively manage the time you allocate to these demands to avoid feeling overwhelmed.

Everyone has responsibilities to their families, schoolwork, sport and/or cultural commitments and, often, part-time paid employment. On top of this, you need time for yourself and for social interaction with your friends – no wonder you are often worried about how you will fit everything in!

It is only through an organised, systematic approach to your life that you can avoid the stresses that such demands can place on you. You will also feel more confident that you are performing to the best of your ability once you are organised.

Such organisation needs a plan!

By producing a plan that suits your life and circumstances, you will help achieve the balance that allows you to proceed in a stress-free way, safe in the knowledge that you control your life rather than the other way around.

Change Your Point of EntryWhat is a point of entry?

A point of entry is the level at which a student enters a unit of work. This can be measured by normal grading methods. The higher a student’s point of entry, the higher the quality of finished work – for example, if a student enters their assessment at a high entry point (as shown by Jill in the diagram on the following page) it will take less work for them to reach VHA level.

Most students start a unit of work with standard or sub-standard levels of knowledge. Even if they do manage to improve their work to higher levels by the end of the unit (i.e. the completed assignment or actual test), this improvement is often achieved by “cramming”.

This assessment-focused learning involves low-level work at the commencement of the assessment period and throughout the majority of this time, and then a fast increase in quality towards the end of the assessment period (a few days before the assignment is due or the test is taken). This is an ineffective habit and results in students achieving less than their best.


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When you start an assessment period (that is, the time leading up to the due date of an assignment or sitting a test) you enter at a certain level of thinking. This level of thinking has an enormous effect on the quality of your final work. For example, if you start at a low level (like Jack on the graph below) then it will take you much longer to reach a higher level of achievement – if you ever reach it. If you begin assessment at a level like Jill’s, however, you will be able to reach higher standards in a shorter space of time.

There are many ways for you to improve your point of entry. Ideally, you should be attempting to raise this point to the highest possible level.

Here are some ideas for you to consider:

• Don’t leave everything until the last minute! Plan your assessment time so that you know in advance when you will complete every stage of an assignment, or when you will study for a test. This will eliminate those all-night cramming sessions.

• Develop your skills. If you already know how to write an essay that will impress your teacher, completing excellent assignments will be so much easier. Make sure you know the correct structures of essays and assignments. Knowing such structures will also save you time in exams.

This graph shows the points of entry of two students: Jack and Jill. They are in the same English class and have been given an assignment to complete in the space of three weeks. Jack only goes to class and lets the teacher decide what he learns, whereas Jill takes the initiative and decides to find relevant reading material to assist her studies before the unit begins.

Who will achieve higher results in this time?

With this time constraint, Jill will always perform higher than Jack because she has started at a higher point of entry. While Jack’s assignment will be at a LA level, Jill will achieve a VHA mark. Also, because Jill finished her assignment earlier, she will have more time for other study or for leisure.

• Use the internet to develop editing checklists, learn problem-solving strategies and find great examples of what you are doing or harder problems to practise.

What is a point of

entry?

How can I improve my point of entry?

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Preparing for SuccessThe pathway to success for senior students is study. Understanding the content and the concepts covered in your courses is fundamental to your success.

No-one is born with the ability to study effectively. Studying efficiently and effectively is a skill and, as with any other skill, it can be improved through practice. The good news is that anyone can improve their ability to study – it is not a gift given only to some and not to others.

If you master the skill of learning, and you are persistent in your application of this skill to your schoolwork, you are well along the pathway to success.

Again, as with all skill development, you should aim to make studying part of your regular routine and, to do this, you need a plan. In the section A Week in My Life, we discussed making a plan that allowed you to schedule all of the various aspects of your life, so you can take control of your time and find a balance. In this section, we will concentrate on planning your study time.

Being OrganisedOne of the most basic steps to achieving success is being organised. Many people, however, find that becoming (and staying) organised is much easier said than done.

Have you ever made a timetable and found difficulty in sticking to it? You are not alone!

Being organised is a talent that even the most intellectual and successful people have had to master. The benefit about creating a habit of organisation is that once you have started to work at it, eventually, it will come naturally.

If you are someone who needs help becoming organised, this chapter is especially important. By learning how to create the best kind of organisational strategy for yourself, you will not only save your own time, but day-to-day tasks will begin to become easier. GUARANTEED!

Organisation in learning is especially important because without a clear, focused mind, it is almost impossible to have clear, focused thoughts. Think about it like this: imagine you are looking for your favourite T-shirt in your bedroom and your room is a mess (there are clothes, towels and books everywhere); chances are it will take you quite some time to find your T-shirt amongst this mess. Now, imagine your room is tidy; everything is put away in a place and is well organised. You will immediately know exactly where the T-shirt is. This is similar to what happens when you are learning. If your mind is full of different plans and distractions, the content of what you learn will be added to the mess. However, if your life is organised, your mind knows clearly what it is focusing on and exactly what to do with that information. The pathway to the brain, to your memory, is clear and focused.


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Sketch the area where you normally work when you are doing study or preparing assignments. Include objects around the room, where your study materials are kept, the layout of the room and any distraction that may be around.

Your study area - whether it’s at home, in a library, at school or at a friend’s house – needs to be organised and optimised for studying effectively.

The Time and Location

Improving Your Study Skills

Activity 11

Show your working:

• Have plenty of natural light and fresh air

• Focus entirely on work for 25 minutes, then take a 5-minute break to walk around, grab a snack and refocus

• Keep all the books and resources you need close to hand

• Have your desk organized and free

from clutter

• No electronic devices as distractions

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The Approach

• For each session, follow a checklist that clearly shows, in order of priority, what you have to do or plan to achieve.

• On your checklist, suggest a time frame for each task but do not become too rigid or fixated on this allotted time, because tasks might take longer than anticipated.

• As successful athletes do, focus on your technique while being aware of the time allocated to each task.

• Cross off tasks as you finish them.• If you can’t think of a way to start a task within five to ten minutes, seek help from

your friends, parents or teachers.• Focus on one task at a time and, if possible, finish this before moving to the next

task on the list. Remember that larger assignments might need to be done over several sessions, so try to work up to a logical break point before moving to another task.

For Written Exams

• Prior to the exam, get together with a group of your subject peers and discuss what you believe will be on the paper. Particularly focus on the more difficult sections and work together to improve your ability and technique with this section of work. This will build your confidence immensely.

• Divide your study time: our rule of thumb is to spend one third of your time on content, another third of your time on technique and skills and the other third of your time on higher order problem-solving.

• During perusal, scan the format of the paper (if possible, ask your teacher what the format will be before the exam – number of questions, time allocation etc.).

• Your best work happens in the first 30 minutes of the exam – don’t start on the easiest questions.

• Start on a medium-difficulty question to build your confidence, then try a harder unit.

• Alternate medium to hard questions, and save the easiest questions until the end. • Spend the last 5 to 10 minutes checking your answers: reread the questions closely,

and make sure you have been as accurate and detailed as possible to fully address the questions.

For Assignments

• The day you receive the assignment should be the day you start the assignment. • Assessment that needs to be completed over a long period of time should be

broken down into small sections to allow you to complete each section within a manageable time frame.

• Aim to complete the assignment well before the due date, as the unexpected always seems to occur. This will leave you plenty of time to revise your work if necessary.

Remember: Exactly copying someone else’s idea is called plagiarism, but to obtain many ideas from lots of people is called effective learning. - MIGHTY MINDS


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The General Study

• Do not just concentrate on assignments and homework; read to broaden your knowledge.

• In your plan, allow time for revision of work done in class (for each subject).• Set up a systematic note-taking style that identifies the topic being addressed, the

division of the topic into relevant sections, identification of key terms, concepts, formulae, processes and skills needed as well as any questions/issues raised that need addressing.

• Regularly review your summary notes, adding and deleting where necessary.• In all instances, have a clear understanding of what is required in each task.• If questions arise, make a note of them and seek help as soon as possible.• Focus on applying an efficient technique to any given task.• If studying with friends, have a clear focus on what will be achieved before you

commence. • Remember, if learning is fun, you will do it more often. This is why group work is

ideal.

Study Online

We have had success with students who have taken on the responsibility of creating online forums with a specific subject focus. Those invited to the group are expected to contribute appropriate material (i.e. questions, examples) and review each other’s techniques and procedures. Your teachers are not available 24/7, but your peers tend to be around during the night and the early hours of the morning, so we recommend using online forums and social media to communicate with your peers about the exams, assignments and other classwork.

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EFFECTIVE LEARNINGBill Gates (founder of Microsoft), when asked to give advice to students simply said, “Learn how to learn.” We will spend a lifetime trying to improve our abilities; the journey will be easier if we consider the key features of effective learning.

Key Features of Effective Learning• Have a reason for studying• Establish an environment where learning can occur• Don’t procrastinate• Realise your limitations

Have a Reason for Studying

It’s important that you set goals for your study – have a look back at the first few pages of this section if you like – to give you motivation. There can be times when studying feels overwhelming, or like the last thing you want to do; having a level of motivation can help you push through mental barriers.

Think about your goals and how your education and studies can get you there – education can give you pathways in the future you might otherwise miss.

Establish an Environment Where Learning Can OccurWhen you are studying, you need to make sure you are completely focussed on study, rather than being distracted. Your phone, computer, and friends can all be helpful for your study, or a huge detriment.

Only use your devices when you need them for research or for typing up work – avoid browsing and chatting during times when you’re supposed to be studying. If you find it hard to study alone, you might need a study group. These people don’t have to be the same as your normal circle of friends, you can always have different people for your study group if you work better with them.

Don’t ProcrastinatePutting off your learning for other time-wasters might feel ‘fun’ at the time; but it will cause problems later. When you have work to do, get it done early. This way you can relax without the stress hanging over your head, and avoid the last-minute rush under pressure.

The earlier you start, the more time you’ll have to put in improvements and maximise your results. You’ll also then get to relax sooner, and guilt-free; you’ll be optimising both your study and your relaxation time.

Realise Your LimitationsYou might tell yourself that you will be able to get home after school, go to practice with your team, and then put in eight hours of work on your essay. Remember you’re only human.

Break your study sessions into several shorter sessions across the week, and be realistic about how much you can achieve in each of those sessions.

It’s also natural to expect improvement for studying, and that your skills will grow over time. It’s important to be realistic in how much you can improve. Don’t let yourself get too disappointed if you haven’t improved as much as you hope. Look at the feedback from your teachers, and consider what further changes to make for next time.


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Changing from a Passive Learner to an Active LearnerThe most important aspect of learning is ensuring that your brain is active. Most people passively learn by copying notes or worked examples from the board then proceed to understand these notes later when they have time to revise them by themselves. This method is very inefficient, boring and difficult – it takes a lot more time to explain the material to yourself.

Most students read passively. That is, they skim over words they don’t know or don’t understand and don’t effectively consider the structure of the sentences, word usage, and punctuation etc. It is important to realise that most textbooks and novels are written by people who are highly proficient in the written language. Therefore, by actively reading, using a dictionary (this requires that you have one with you when in class or when studying), considering the language devices used and the choice of words selected in each passage, you begin to adopt the skills required to achieve a similar level of proficiency.

When reading a question, it is essential that you actively write notes so that you “kick-start” your brain, thus making the task/s clearer.

If you are watching someone complete a problem, you should be asking yourself a number of questions to keep your brain active, thus reducing the need for teaching yourself later. You should ask yourself questions such as, “Do I understand the task?”, “Would I be solving the task this way?” and “What is the next step in completing the task?” Finally, prepare yourself for the more challenging questions you could expect to see in examinations by asking yourself, “How could this task be made more complex?”

Discover what kind of learner you are at:www.mightyminds.com.au/content/learning-style

Designing a Study TimetableBy making a study timetable (we suggest a weekly timetable) you will reap many benefits, including:

• Improving your work efficiency.• Boosting your sense of achievement.• Reducing your stress.• Allowing you to think and plan ahead.• Allowing you to build into your life the relaxation

you need, without feeling guilty when you take time out for yourself.

• Making learning enjoyable.

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Study timetable suggestions

• Use a computer to create a spreadsheet so you can easily change your timetable.

• Block in essential activities. These are your “have to do” activities, that generally can’t be avoided or changed. These might include school, meals, sleep, sport training/music or drama practice, work shifts or any other set activities. Be realistic about work hours and sports practice, which should also include travelling time to and from home, not just the time you are there.

• Now look at the blocks that remain available for the rest of your commitments and needs.

• Block in homework, study and revision time.• Study for 25 minutes, then have a five-minute break, then change topic/subject.• Remember to be very clear about your goals for each session.• Block in time for assignments, essays etc. by spreading them over the time still

available.• Seek help from your friends – if you can’t understand a topic, don’t waste time.

Organise a few study sessions, or go on to a subject-relevant online forums with your friends. When you mix studying with socialising you start to enjoy learning more.

• Remember, be an active reader – have a dictionary with you or look up words online and read for at least five hours per week. Active reading should be a critical part of your learning schedule.

• Tell everyone in your family about your decisions so that they will respect your need for space and quiet time.

• The big time-wasters for most people are TV, video games, the internet and mobile phones. Be selective about what TV programmes you watch and make sure they fit into your schedule; use gaming time and internet time (other than study or work-related usage) sparingly and as a reward for doing more important things. also turn your phone to silent when studying.

• Avoid distractions. Work well away from interruptions such as TV and people who are not engaged in productive work.

• Do not over-commit. Be careful not to commit yourself to more activities than you can reasonably handle.

• Aim to complete approximately the equivalent number of effective learning hours per week as your year level; i.e. Year 11 = 11 hours of effective learning per week, which can include effective reading time.


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Activity 12

My Study Timetable

The number of hours of study I completed this week:

My reward:

Use the suggestions provided to complete the following study timetable. Try following the timetable for a week, then reflect upon your achievements and reward yourself if you feel you deserve it.

Follow me for some interesting facts about effective learning...

www.mightyminds.com.au/qr.php?id=2001

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FUNDAMENTAL LEARNING – LITERACY Senior students often overlook (or do not fully understand) some of the basic techniques that should be applied to every piece of writing they produce. The objective of this section is to revisit some of the skills you should already use to produce work that is fluent, error-free and well presented. By mastering the key points presented in the following sections, you will produce work of a much higher quality.

The following sections are designed to help you use basic punctuation, grammar and spelling conventions more effectively to improve your communications skills. Mastering these conventions will help you effectively communicate your meaning to others.

It is important to carefully proofread any work you produce, paying attention to grammar, spelling, punctuation and word choice.

ProofreadingOne of the most useful skills to master is effective proofreading. We all make mistakes, particularly when we are drafting, but you should develop the habit of carefully checking for errors in any piece of work that you are presenting.

Producing your best work should not just be a matter of personal pride. If you write with clarity and precision, producing error-free and well-presented work, you help the reader to understand what you are saying.

EditingUse the following checklist as a framework for editing your writing.

To give you some idea of how effective your proofreading and editing skills are, read the following information and then complete the task on the following page.

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Question Marks

Question marks are used at:

• The conclusion of a question in direct speech; e.g. “Where are you?” screamed Paula.• The end of rhetorical questions; e.g. Will we ever learn?

Exclamation Marks

Exclamation marks are used at the conclusion of a statement that requires emphasis. When using an exclamation mark, remember that it replaces the full stop normally found at the end of the sentence; e.g. Abigail cried, “Look at me! I’m flying!”

Commas

Commas are used to:

• Create brief pauses in sentences in order to make reading more cohesive.• Separate two or more ideas in complex sentences; e.g. After I had waited for hours, my

brother finally arrived.• Separate the elements of a list or series; e.g. On the table were apples, oranges, pears,

peaches and some grapes.• Introduce a proper noun in a sentence; e.g. Over there is my best friend, Allan.• Separate conjunctions such as however, therefore and finally when they interrupt a complete

thought in the sentence; e.g. She was, however, entirely unaware of the situation.• Indicate a parenthetical phrase containing information that is not necessary to the rest of the

sentence; e.g. The woman, whose name I didn’t know, started coming closer.

Punctuation – Frequently UsedCapital Letters

Capital letters are used to:

• Indicate proper nouns – the names of specific people, places, times and brands; e.g. Paris is the capital of France.

Note: common nouns are non-specific, and thus do not need capitals; e.g. We enjoyed a tour of the capital cities.

• Begin every new sentence and paragraph.

Full Stops

Full stops are used to:

• Indicate that a sentence is complete.• Indicate that an abbreviation is being used; e.g. The patrol was led into battle by Lt.

Crawford.

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Punctuation – Less Frequently UsedSemi-ColonsSemi-colons are used to:

• Separate parts of a sentence where there is a more distinct break than that which is represented by a comma; e.g. The boat sank quickly; all on board were lost.

• Link two unrelated or contrasting statements; e.g. I want to tell him the truth; Mary does not.• Separate a long list of elements.

ColonsColons are used to:

• Introduce lists; e.g. Boys: pants, shirt and tie. Girls: skirt, blouse and ribbon.• Show that the phrase preceding the colon is explained by the words after it; e.g. Soon we

were all aware of the bad news: our plan had failed.

ParenthesesParentheses (brackets) are used to provide extra information about the preceding statement or noun; e.g. Everyone (with the exception of Josephine) came to the party.

Task 1 (CV: Use)

Use your knowledge of punctuation to edit the following:

Jake and I could no longer be friends the events of that cold january day could never be forgotten. How had this come about

Finally I could see no reason to stay in Sydney and began to pack to return to victoria. Into my backpack I stuffed all the underwear shorts shirts and shoes that I owned. I looked at it. Was this all I owned

As I crossed the street I nodded to Bill the bloke from the pizza shop. Standing next to him was his wife Margaret when I passed Bill he obviously realised what was happening with Margaret however it did not seem to register.

I had come to Sydney to make my fortune. What a joke

I had been too trusting and, therefore, it had to be my fault.

As I turned into hornsby station I wondered what awaited me

“Where to miss” asked the face behind the grille.

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Hyphens and DashesHyphens are used in between two words (without any spaces) to:

• Form compound words. This includes: compound numbers, e.g. twenty-six; compound nouns, e.g. father-in-law; compound modifiers, e.g. well-mannered; and certain prefixes and suffixes, e.g. mid-century.

Dashes are used in between parts of a sentence (with spaces on either side):

• In place of parentheses for more emphasis; e.g. My three children (Sydney, Louise and Sam) mean the world to me.

• To provide an explanation of the preceding statement; e.g. You can’t open that door – it’s locked.

Task 2 (CV: Use)

Use colons, semi-colons, parentheses and hyphens to correctly punctuate the following:

Punctuation – Frequently MisusedApostrophes

Apostrophes are used to show the possessive case.

• The possessive case indicates that something is owned by someone or something.• When using the apostrophe to show the ownership of a singular noun, simply add ’s; e.g.

The girl’s umbrella is yellow.• For plural nouns that end in s, the apostrophe is placed after the s; e.g. The dogs’ food had

gone cold.• When encountering plurals that do not end in s, ’s is added to the end of the word to show

possession; e.g. The children’s coats were heaped upon the wooden floor.• In the case of names that end in s, the possessive apostrophe is placed after the s at the

end of the name; e.g. We discovered that Jess’ cat had run away.• In the case of singular possessive pronouns ending in –body, -else, -other, -one, ’s is

added to the end of the word; e.g. Everyone’s cheers could be heard from the stage.

Note that apostrophes must never be used in personal pronouns such as ours, yours, its, his, hers and mine.

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We were having a fabulous day out. Darcy was in charge of the kids Fiona and I were enjoying a relaxing lunch Robert was keeping my parents company and Maria was walking the dogs.

Everyone with the exception of Peter seemed to be enjoying themselves. Peter Darcy’s friend was quiet and distracted and sat there bear like with his back up against a tree.

Later we were to find out why he had a bad dose of the flu.

If only we had known, we could have helped him for amongst us we had all kinds of things to ease his condition warm clothes, hot drinks, aspirin and even cough syrup.

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Task 3 (CV: Use)

Task 4 (CV: Use)

Use apostrophes in the following sentences to indicate the possessive case.

Read the following sentences carefully and, if necessary, use apostrophes in the correct places. Remember that they are only required to indicate possession or in contractions where letters have been omitted.

Furthermore, apostrophes are used in contractions in place of omitted letters.

• Contractions are the abbreviated or shortened forms of words; e.g. I cannot remember how long it had been. becomes I can’t remember how long it had been.

Commonly Used Contractionsyou’re (you are)he’d (he would/he had)o’clock (of the clock)’98 (1998)

wasn’t (was not)isn’t (is not)would’ve (would have)where’s (where is)

it’s (it is)can’t (cannot)I’d (I had/I would)how’d (how did/how would)

Caution: It is very easy to confuse and misuse the personal pronoun its and the contraction it’s, which is the abbreviated form of it is.

Only use the apostrophe if you are intending to use it’s in place of it is; e.g.I think it is a wonderful idea! becomes I think it’s a wonderful idea!

Never use the apostrophe if you are intending to show possession of the personal pronoun its; e.g. The chair was leaning on its broken leg.

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a) Victorias shoes were left outside in the rain.

b) We all enjoyed reciting William Blakes famous poetry.

c) Fiona and Carly got lost on the way to Hailies party.

a) Its such a shame that Nikki and Paul have broken up.

b) I gazed at the terrified expression on the scared dogs face.

c) The cats run to shelter from the pouring rain.

d) Werent you supposed to feed the dogs before we left?

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Task 5 (CV: Use)

Task 6 (CV: Use)

Use apostrophes to correctly punctuate the following text.

Its a shame the Cougars lost yesterday, for the teams place in the final is now in doubt.

I suppose theres no use suggesting whose fault it was. It seemed that the fullbacks missed tackle let in the winning try, but if the coach drops him whos he going to put in his place?

Really, the whole team needs to pick up its game if its to win next week. I mean, James kicking was astray; the two second-row forwards tackling was awful and the wingers couldnt run out of sight on a dark night.

They are nowhere near the team of 98. Wheres the spirit that that team showed when they came from behind to snatch victory from the oppositions grasp after the final siren? At 5 oclock that day, everyones cheering could be heard for kilometres around.

The supporters all feel let down and its going to be hard to get them back for next weeks game. I suspect that at 3 oclock next Saturday, most of the seats in the grandstand will be empty.

The players weren’t the only ones to have a bad day though; even the referees performance was poor and the less said about both touch judges decisions, the better.

We can only hope that they all have better games next time.

Circle the six apostrophes that have been placed incorrectly in the paragraph below.

In the twilight, Miluku’s tribe is silently poised at their vantage points’. They’re waiting for the hunt to begin. Just before the sun sets, the old, majestic tiger appears, phantom-like, on the edge of the small clearing, caught in the mens’ gleaming eyes. From the dark canopy, a lone birds’ eerie shriek drifts along the cool forest stillness. The great tiger doe’snt stir, but he’s aware that he is being stalked. Suddenly, from the treetops, the tribe’s fiercest hunter drops’, right before the beautiful beast. But from where he stands, he is unable to see the two other snarling cat’s that now have him surrounded.

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Brain Teaser

The following wheels have words written on them, but are all missing a single letter. The letters are written in order around the wheel, and may be written either clockwise or anti-clockwise. Find the words on all of the wheels (using every letter), and then rearrange the letters that were missing to form a word – a term describing what you have to do to solve challenging puzzles!

Direct and Indirect Speech

• Direct speech indicates that a person is actually speaking.• It requires the exact words of the speaker to be enclosed in quotation marks (see below).• Direct speech begins with open quotation marks (“) and a capital letter, and finishes with

either a full stop, a comma, a question mark or an exclamation mark and closed quotation marks (”).

• The full stops, commas, question marks or exclamation marks at the end of direct speech must be placed within the quotation marks.

• Somewhere in the sentence, it must be indicated who has made the statement.• It is necessary to start on a new line for every new speaker; e.g.

“What would you like today?" asked the friendly barista.“Hmm..." I paused to look at the selection of mouthwatering cakes on offer."Just the usual?" she asked, trying to hurry me up as the line behind me grew."Sure!" I said, pulling out my wallet to pay.

Wheel 1:

Wheel 3:

Wheel 5: (word)

(word) (word)

(word) (word)

(letter)

(letter) (letter)

(letter) (letter)Wheel 2:

Wheel 4:

Missing Word:

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Quotation Marks

• Quotation marks are used whenever direct speech or a quotation is used in a sentence. • They must be used in accordance with the correct use of commas and full stops; e.g. “I want you to listen very carefully,” whispered Carly.

Task 7 (CV: Use)

Show your ability to punctuate direct speech by adding the correct quotation marks to the following sentences, including all of the necessary commas, full stops and capital letters.

a) I’m sick of everything you put me through; I’m never coming back to you screamed Alanna

b) Where were you last night asked Ian

c) Macy asked can I borrow your hairdryer

Task 8 (CV: Use)

Rewrite the short paragraph below, using all the correct speech punctuation.

The children lay awake in the dark carriage as the train rolled over the silent hills. Where will we go once we get to London the smallest one whispered. I told him not to worry for now. Then Phillip announced gravely we will all be sold as slaves. No longer subdued, the youngest began weeping innocently as the despair settled in. Master will take care of us said the girl. I am my own master. I will no longer be a slave Charles angrily replied.

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SpellingHow well do you spell? Test yourself below. A score of eight or more would suggest that you have a fair grasp of spelling.

Task 9 (CV: Use)

a. gauge frightening install vicious acquaintence

b. habitually accidentally interferance appallingly colossal

c. apparatus immediately umberella especially guardian

d. ungreatful unforeseen unforgettable unfailing uninhabitable

e. inedible irresponsible irrisistible irritable irrelevant

f. proceeding proceedure procession proceed process

g. immense nuisance thoughtful invalueable angered

h. disease elligible foretell episode environmentally

i. effervesent expensive among negligent exhilaration

Mark out of 10:

j. spherical seizure seismic schedule segragation

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In each of the following groups one word is misspelt. Underline or circle the incorrectly spelt word and rewrite it correctly in the appropriate spaces below.SAMPLE


SOME IDEAS TO IMPROVE YOUR SPELLING:1. Always use a dictionary and/or a thesaurus.2. Actively work at improving your spelling.3. Keep a personal spelling list of words that you will use and that you know give you some

trouble. Pay particular attention to words that you know will occur in your work; e.g. parallel in mathematics; argument and tragic in English; specialist words in science such as seismic, satellite etc. and words that come up often such as separate, believe, receive etc.

4. Look for patterns in words:• the “pp” in many words such as applaud, appeal, appoint, application etc.• the various endings; e.g. “ion” in action, selection, perfection; “ate” in dominate, estimate,

decimate. • the repeated letter patterns used in English – “eigh”, “ough”, “ph”, “gh” etc. • words based around the same meaning will obviously be based on the same letter pattern;

e.g. telepathy, television, teleport, telescope, telephone are all built from the Greek “tele” meaning “at a distance” or “afar”. Note that many English words are based on Latin and Greek words; a knowledge of some of the main words would not only help your spelling but also increase the power of your word usage.

5. Pay particular attention to words that have irregular patterns such as autumn or yacht.

PERHAPS SOME OF THESE IDEAS MIGHT HELP YOU WITH YOUR SPELLING:1. Words including “ie” and “ei”:

“i” comes before “e” except after “c”:• thief, niece• ceiling, receive

NOTE: Unfortunately, as with so many “rules” in English, there are always exceptions; e.g. weir, weird, seize.

2. Words ending in “ce” and “ge”: Drop the “e” when adding “ing”, but retain it when adding “able” and “ous”:

• notice/noticing/noticeable• change/changing/changeable• advantage/advantaging/advantageous

3. Plural words ending in “o”:Add “es” without dropping the “o”:

• potato – potatoes; tomato – tomatoes; hero – heroes; volcano – volcanoes; echo – echoes NOTE: This is not done when:

• The word originated from a foreign language: cellos, pianos• The word is a shortened form of another word: photos, autos• The word is the name of something: Eskimos, Filipinos• The word ends in two vowels: bamboos, tattoos, radios

4. Many words drop a vowel when extended in length: exclaim/exclamation repeat/repetition explain/explanation exceed/excessive monster/monstrous

5. “y” changes to “ie” when “s” is added: enemy/enemies but not if the “y” is preceded by a vowel, e.g. monkey/monkeys “y” does not change before “ing”: e.g. worry/worrying When a suffix is added to a word ending in “y”, we change “y” to “i”: happy/happier/happiest/happily/happiness; however, there are exceptions to the rule; e.g. shy/shyer/shyest/shyness/shyly

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Now that you have spent some time thinking about your spelling, attempt the list below to see if you have improved on your score from the first test. In each of the following groups one word is misspelt. Underline or circle the incorrectly spelt word and rewrite it correctly in the appropriate space below.

Task 10 (CV: Use)

a. persue notable marriage occurrence

b. interrogate minature desperate poisonous

c. underrated coolly swollen rythm

d. perseverence recommend referring anonymous

e. foreign twelfth ferocious gallopping

f. impenetrable fluttered dilapadated dinghy

g. bewildered skilfully reckage collision

h. handkerchief disagreeable truely necessary

i. embarrassing mischievious severed unanimous

j. wringing stary ninth unnoticed

Mark out of 10:

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Ten Things You Always Wanted to Know About Grammar (but Were too Afraid to Ask)

Grammar

1. A subject talking about a single idea needs a singular verb; a subject talking about a plural idea needs a plural verb.e.g. Half of the ice-cream was eaten; Half of the lollies were eaten.

2. Two singular subjects joined by and require a plural verb.e.g. You and I are similar in height.

3. Two singular subjects joined by or or nor require a singular verb.e.g. Either Tom or Mary was responsible; Neither the dog nor the cat was anywhere to be seen.

4. A compound subject including the word every requires a singular verb. e.g. Every man and woman was allowed through.

5. A participle must be placed as near as possible to the noun or pronoun to which it refers or else the sentence is ambiguous. Incorrect – Coming to school a car hit me. Correct – Coming to school, I was hit by a car.

6. The possessive pronouns – ours, yours, theirs, hers, its – do not need an apostrophe.

7. You is both singular and plural – never say youse (nor hisself for himself or theirselves for themselves).

8. The pronoun them must not be used instead of the adjective those.We say – Did you see those (not them) horses over there?

9. Adverbs (not adjectives) modify verbs, adjectives and other adverbs.We say – He ate as quickly as he could, not, He ate as quick as he could;

– She serves very well, not, She serves real good; – The horse can run more quickly than the cow, not, The horse can run quicker than

the cow; – I felt rather stupid, not, I felt pretty stupid;

– She was so smart she topped her class, not, She was that smart she topped her class.

10. Prepositions govern nouns and pronouns in the objective case. So we say – between you and me (not you and I).

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Mary O’Brien works as a cadet reporter for a suburban newspaper. Recently, she was sent to cover a court case at the local magistrates’ court. When she returned, she filed her story with the editor. Mary, however, being new to the job, was a little unsure of some of her word choices and so left the story for the editor to correct. You can help Mary by circling the words she should have used in her article. (The words for your consideration are those in bold type.)

Using the Correct Word

Task 11 (CV: Use)

IMMINENT/EMINENT IDENTITY APPEARS IN COURT

Well known local identity, William Reginald Brown, yesterday appeared in the Smithville magistrates’ court charged with fraud.

The persecutor/prosecutor, Gerard Owen, alleged that Mr Brown tried to alter/altar the names on a number of cheques, and that he tried to use the proceeds to fund his recent/resent vocation/vacation to the Bahamas.

When asked about the charges, Mr Brown’s counsel/council, Wilfred Manley-Hopkins SC, said, “My client strenuously denies the charges. It’s/its all a mistake. The cheques in question where/were/we’re never in his possession.”

He then went on to say, “Arresting my client is an outrage and all ready/already he has had to suffer a lot/alot of embarrassment and has had his licence/license to practice/practise suspended. He is not aloud/allowed excess/access to his client’s files, nor can he meet with perspective/prospective clients.

“Formally/formerly charging him with a crime he did not commit has caused his moral/morale to drop and I am worried

about how it has affected/effected him in his personal/personnel life.”

Mr Brown, a previous mayor of Smithville, who has operated an accounting practice/practise in the town continuously/continually for more than 25 years, pleaded “not guilty” and applied for bail/bale.

This was granted by the magistrate, Percy Keats, on receipt of a surety of $10 000 and on the condition that Mr Brown report to police on the Monday of alternative/alternate weeks, starting on 23 August.

Mr Brown was ordered to reappear in the Smithville magistrates’ court on 11 November and to surrender his passport, to which he willingly/willfully agreed.

It is understandable that sometimes English words are confused because they are often alike in appearance, spelling or the way they are pronounced. In the next section we will consider more closely the ways English words can be confused. As you go through the lists, make sure you understand the difference in meaning of the pairs/groups of words.

HINT:It might be time for you to reach for your dictionary again.

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Words that are Easily ConfusedWords that look similarSuch words include:

allusion/illusion horde/hoard industrial/industriousinflammable/inflammatory momentary/momentous distract/detract human/humane respective/respectable ascetic/acetic/aesthetic

Note:

• Often the different spelling shows that it is a different part of speech practice (noun) practise (verb) advice (noun) advise (verb) prophecy (noun) prophesy (verb)

• Words that come from the same stem often present real difficulties urbane/urban human/humane temporary/temporal

Words that sound similarSuch words include:idol/idle choir/quire rain/rein/reignlightening/lightning threw/through praise/prays/preysright/rite/write

Some words that are often confusedlend/loan lie/lay unique/raredefinite/definitely literally/metaphorically

Follow me for an extra editing exercise...


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Task 12 (CV: Use)

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Now let us return to our cadet reporter, Mary O’Brien. Mary was sent to cover Mr Brown’s second hearing when the case reconvened on 11 November; and, just as with the first report, Mary left it to the editor to decide which words should be included in the final copy. Again, you can make your judgment by circling which words Mary should include.

LOCAL/LOCALE IDENTITY’S/IDENTITIES CASE ADJOURNED AGAIN

William Reginald Brown, a 52-year-old accountant of Smithville, appeared for the second time in the local magistrates’ court charged with fraud and was once again granted bail to reappear on 12 December at 10am.

Magistrate, Percy Keats, agreed with the counsel/council appearing for Mr Brown that Mr Brown should be granted an extension of his bail as the defence had been unable to locate a key witness who was travelling interstate/intestate. In his judgment, the magistrate sighted/sited/cited the relevant president/precedent allowing him to extend bail.

He stated that it was rather unique/rare for such an extension to be granted, but as not having the witness there would affect/effect Mr Brown’s case, he felt that their/there/they’re was no other choice but to agree to the request.

He said that he expected all witnesses be present at the next hearing. “They are to be here promptly at 10am on 12 December. Court cases are not TV cereals/serials. They cannot go on forever.” Addressing the defence lawyer, Magistrate Keats then added, “I cannot apprehend/comprehend how an industrious/industrial lawyer such as you could allow this to occur. Surely you have not been idle/idol. You’re/your usually so diligent in these matters.”

Mr Manley-Hopkins replied, “You’re/Your Honour, we tried to locate the witness but our efforts have been in vain/vein. I will get onto it straight/strait away. I feel confident that justice will eventually take it’s/its course.”

The magistrate said that he did not want to meddle/medal in the affairs of the firm, but his strong advice/advise was that they employ more personal/personnel.

He then formally/formerly adjourned the case until 12 December.

Outside the court, Mr Brown complimented/complemented the court’s fairness and said that they would do all that was humanely/humanly possible to locate their principle/principal witness.

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using effective vocabularyVocabulary is incredibly important. When approaching writing tasks, it is a good idea to have a list of at least 20 impressive words memorised (broken down into the following):

• Five cohesive ties• Five strong, effective verbs • Five effective adverbs to modify the above verbs• Five expressive adjectives

These words should be useful in a variety of contexts, and not be obscure – for example, ‘efficacious’ could be used more often than ‘serendipitous’. You should learn all forms of each word (past, present and future), and aim to use 12-15 of the words in each task (one every three or four lines).

Cohesive ties should be used at the beginning of paragraphs to create fluency of structure and sequencing. Avoid weak or boring vocabulary at all costs!

Some examples of impressive words have been given in the following table:

Cohesive Ties Effective Verbs Effective Adverbs Expressive Adjectives

Nevertheless Denote Wearily Compassionate

In addition to Achieve Irritably Beneficial

Similarly Substantiate Vivaciously Cumbersome

In contrast to Interpret Tediously Buoyant

As a result Construct Hastily Authentic

Rather Correlate Solemnly Austere

In comparison Define Hopelessly Insidious

For the most part Examine Elegantly Incompatible

In the same way Expand Lazily Irresponsible

It follows that Speculate Politely Harmonious

Correspondingly Scrutinise Obnoxiously Outlandish

In that case Illustrate Deftly Plaintive

In other words Indicate Rarely Quaint

For instance Influence Shakily Quintessential

As can be expected Mirror Affectionately Whimsical

Naturally Yield Abundantly Vacant

This implies that Develop Considerably Turbulent

For this reason Implement Daintily Trivial

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Read the following paragraph, and replace the underlined words with ones from the box to make the vocabulary more effective.

The school has recently decided to start a rule stopping students from being allowed to park on grounds. This creates some problems for students, as despite there being many spaces, they must park on the street – negatively affecting their timeliness.

using effective vocabularyAmbiguity refers to an uncertainty. When a text contains ambiguous statements, the meaning can be open to different interpretations – some of which are unintentionally humorous.

difficulties preventing punctuality implement considerable abundant

Task 13 (CV: Use)

Task 14 (CV: Use)

Read the following ambiguous statements, and write down the different ways they could be interpreted. The first one has been done for you.

a) Teachers grill Minister for Education over the decrease in funding for public schools.

• Teachers are asking the Minister of Education tough questions about the decrease in funding for public schools.

• Teachers are cooking the Minister of Education due to the decrease in funding for public schools.

b) I saw a monkey in a tree with a pair of binoculars.

c) Watch the running sheep with one eye.

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Analysing PoetryAnalysing poetry is typically seen as a daunting task. This is because students often don’t know how to approach poems, so they skim over stanzas without comprehending what the poet is trying to say. But you don’t have to take a poem apart with a scalpel in order to find its hidden meaning! Not every word in a poem is acting as a symbol – poets often just like to play with language and pepper their poems with rich descriptions. If you have a basic understanding of the elements that make up poems, you will have no trouble interpreting and appreciating their meaning. You never know – you may even come to enjoy them.

Where do I start?Before you start discussing a poem, you should read it! This step is the most important, yet it is also often the most neglected. Reading aloud is highly recommended, as you will be less likely to miss any clues or signals in the rhythm of the poem. Like songs, most poems are designed to be delivered orally, and a lot of a poem’s meaning relies on sound and rhythm.

d) The stolen suitcase was found by a tree.

e) I haven’t slept for three days.

f) The murderer killed the chef with the clarinet.

g) In her kitchen, she serves men.

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The second time you read the poem, scribble all over it. Underline repeated or important words, link ideas and related lines with arrows, circle confusing passages... get involved! Only then will you be ready to move on and begin to break it down.

• What is the poet saying?• How is the poet saying it?• What is my reaction to what is being said?

To generate responses to these questions, you should scrutinise and evaluate the following elements.

Context

Examining a poem’s context (the circumstances and setting in which it was written) is a key step in helping you understand it.

1. Look at the title and what it refers to: does it give any hints about the poem’s content or mood? (You may need to come back to the title at the end of your analysis to see if your interpretation of it has altered.)

2. Is the poet someone you are familiar with – do you know what they are like or are you acquainted with any of their other work?

3. When do you think the poem was written, and in what culture? What were the political, racial, cultural, gender, historical, social and philosophical issues of that era? Do the poet’s views align with or go against the status quo? Perhaps the poem was written as part of a movement, like the war poetry penned in the 1910s, or the raps written by African-American musicians in the last few decades.

4. After reading the poem, you should try to identify its speaker intended audience.

Subject Matter

A poem’s subject matter is essentially its plot – what experience, situation, emotion, place, character or event is the poem about? In what location is the poem set? In what time is it set? Coming to terms with what the poet is saying is your most important task. Although some poems can be read literally, the overwhelming majority of poems you will be presented with in assessment will be allegorical; that is, they will have two meanings. The first meaning will be the literal interpretation of the poem taken from its surface – perhaps the description of an event, person or experience. Beyond that, the second and underlying meaning will be more abstract, filled with imagery and usually centred on a theme, belief, idea or emotion. This second meaning will be derived from a complex combination of symbols that function together across the poem, and your task will be to decipher this meaning. When doing so, you may find it helpful to unfold the poem line by line, paraphrasing each chunk of text aloud into phrases you understand and are more familiar with.

An example of a famous allegory (though it is a story, not a poem) is George Orwell’s novel Animal Farm. In this text, Orwell spun a story about the politics between a set of rebellious animals living on a farm. Beyond its entertainment value, it was written to represent the revolution in Russia.

When discussing a poem, there are three main questions you should focus on:

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Imagery and Figurative Language

Visually descriptive language that appeals to human senses is referred to as imagery. Phrases containing imagery are those that usually suggest meaning further than their literal definition. Using word association is one way of doing this. For instance, according to the dictionary, a snake is a carnivorous reptile. This is its denotative meaning. Its connotative meaning, however, involves the feelings, words and ideas that are associated with its definition. We associate snakes with being sneaky and dangerous, so referring to a person as a snake would obviously not mean we were calling them a reptile; it would mean we were assigning those character traits to them.

Connotative meaning falls under the umbrella of figurative devices – language used that is not designed to be interpreted literally. For the most part, it involves drawing comparisons between two things, either directly or indirectly. Types of figurative language include:

Simile Making a comparison by saying one object/idea is similar to another. Similes contain the words like, as or than. E.g. He was as tall as the Empire State Building.

Metaphor Directly referring to one thing as another to highlight the fact they share the same qualities. E.g. The sea was a washing machine, churning with rage.

Hyperbole Making an exaggerated statement to emphasise a point. E.g. She was so hungry that she could eat an elephant.

Personification Giving human qualities to non-human entities like animals, buildings and objects. E.g. My unfinished homework glared up at me from my desk.

Alliteration A series of words beginning with the same letter or sound. Alliteration can be used to give a poem a peaceful, smooth feeling or a rough, harsh feeling. For example, repeating the f sound creates a harsh and threatening tone. E.g. The feisty, ferocious feline leapt out from behind the curtain.

Onomatopoeia Using words to represent the sound they are describing. E.g. Above us the fireworks fizzled and popped, lighting up the sky.

Idiom A common expression specific to a particular language or culture with a meaning unrelated to its literal definition. E.g. It’s raining cats and dogs.

Antithesis Two opposite ideas set in a balanced sentence to make a contrast. E.g. “We must learn to live together as brothers or perish together as fools.” – Martin Luther King Jr.

Assonance A series of words containing similar vowel sounds. Longer vowels will slow down a piece’s energy and increase its sombreness, whereas high, shorter sounds can boost a poem’s energy. E.g. The crumbling thunder humbled me.

Euphemism

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Replacing a harsh word that refers to something upsetting or embarrassing with a softer, innocuous alternative. E.g. He’s danced his last dance. (In place of: He died.)

Irony Saying one thing but meaning another. E.g. When Marc Antony sardonically calls Brutus and his friends “honourable men” in Shakespeare’s play Julius Caesar, when in reality they are murderers and traitors.

Metonymy Referring to something as an idea it is associated with rather than what it is directly called. E.g. This morning Canberra passed a controversial item of legislation. (Where “Canberra” is being used in place of “the Australian Government”.)

Oxymoron A figure of speech where two contradictory ideas are presented as one. E.g. All-natural artificial flavour!

Paradox An argument containing an inconsistency that appears to lack common sense or logic. E.g. This is not a sentence.

Pun A play on words with multiple meanings or words that sound similar to others. E.g. Paula got a real kick out of betting on horses.

An example of figurative language used in poetry can be seen in A Meditation for his Mistress by 17th-century poet Robert Herrick:

You are a tulip seen today, But, dearest, of so short a stay That where you grew scarce man can say.

Here, Herrick has used a metaphor to compare his mistress’s appearance to that of a tulip flower – a word with connotations of exotic beauty due to how highly sought-after they once were. At the same time, however, Herrick is suggesting that her beauty will fade and lose its appeal with age, just as the flower’s beauty will.

This type of imagery is probably the most common form you will encounter in poetry, so if you know how to look for it, you will find it easier to understand. If an animal or event is described, think about what the author may be trying to symbolise. Often symbology is quite obvious – a dove may be used to represent peace, a blue man may be one in the depths of depression, and the rising and setting of the sun could be used to refer to someone’s birth and death.

Keep in mind, however, that symbols are all relative to their context. For example, although in Western culture white is often linked to weddings and purity, in some countries like China and Ethiopia, it is associated with mourning and death.

Structure

There is a range of different formal structures and rhyme schemes that poems can employ, but they also may be free verse, meaning they follow no identifiable means of organisation. When you read a poem, look at how the lines and stanzas (paragraphs) have been composed. Is the poem lyrical, narrative, descriptive or a combination of all three? Is it a sonnet (a poem with 14 lines, a formal rhyming scheme and 10 syllables per line) ballad (a poem that tells a story using short stanzas), limerick (a humorous poem of two long, two short and a final long line with the

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rhyming pattern AABBA), ode (a lyrical poem that is intended to be sung) or something else? Does it rhyme? How has the author achieved rhythm? Is this rhythm fast or slow? What is its effect?

The main forms and types of poems you will encounter are outlined below.

• Lyric poetry: Focuses on evoking a mood or feeling. Usually one person (either the poet or a speaker) in the poem will express strong personal emotion and thoughts. Types of lyrical poems include sonnets, ballads and odes. This type of poem may even include a chorus to reiterate its main message.

• Narrative poetry: Tells a story, propelling characters through a plot that contains conflict, rising action, a climax and resolution. A ballad is the common form of narrative poetry.

• Descriptive poetry: Describes something through the poet’s eyes. Relies heavily on imagery, but is more outwardly focused than a lyrical poem.

Stanza structure is the internal structure of the stanzas of a poem. To identify whether there is a stanza pattern, you will generally need at least two verses of the poem. The first element of the structure you should note is how many lines are in each stanza. There is no strict rule to the number of lines a stanza should have, and in some cases the poet will not adhere to any kind of regular structure (this is known as free verse). Another element of the structure is the rhyming pattern the poet has used. Again, it is not necessary for a poem to rhyme, but when they do, there will generally be an identifiable pattern. The line patterns you are most likely familiar with are the ABAB and ABAC. Metre is another important structural element of a poem’s stanzas. Metre is the regularity in the rhythm, or sound patterns, of a stanza. It is different to rhyming and reading a verse aloud will help with its identification.

ToneA poem’s tone is essentially the poet’s attitude towards the subject matter, and the mood they seek to convey. You can generally recognise it from the language, imagery and sound of the poem, especially if you read it aloud. Ask yourself what emotions you think the poet was feeling when they wrote the poem. Does the poet have a positive or negative view of what they are writing? The tone of a poem may change as it progresses, or it might remain consistent throughout. Words you could use to describe a poem’s tone include romantic, defeated, melancholy, pessimistic, amused, agitated, cheerful, serious or humorous.

LanguageThink about how the language in the poem contributes to its emotional impact and helps convey its message. What have the poet’s word choices been like – have they been formal or colloquial? Factual or emotive? Blunt or verbose? Have certain words been repeated? Look at how punctuation has been used (if any) and what effect this has created.

Your ReactionOnce you have tried to understand and appreciate the author’s message, you need to establish your reaction to it. This will be determined by a range of factors unique to you, such as your values, beliefs and attitudes. There is no right or wrong way to react to a piece of poetry, but if you are asked to articulate your response, ensure you justify your views with constant and repeated reference to evidence from the poem.

Analysis ExampleThe following poem, Ozymandias, was written by Percy Bysshe Shelley in the 1880s. It is a lyrical piece in the form of a sonnet.

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When examined denotatively, this poem describes an ancient statue, broken and abandoned in the desert; however, it goes deeper than that. The poet obviously wants his audience to gain more from the poem than just a description of a decrepit effigy. Shelley had a point to make and a lesson to teach his readers – a message that can be gleaned from the lines on the statue itself. Ozymandias intended for all people in history to accept and despair over the fact that they would never rival his power and greatness. But today, Ozymandias has succumbed to the tides of time and is crumbling into the sand. The statue is merely an allegory for Ozymandias’ civilisation and legacy, and his proud boast has been refuted in the most ironic way possible. The poet’s language choices and the way he has described Ozymandias as having a “wrinkled lip” and “sneer of cold command” indicate that Shelley did not view the former king favourably. When combined with his tone of pensive triumph, these elements work to underscore his message that time makes a mockery of even the most boastful and powerful tyrants.

Ozymandias

I met a traveller from an antique landWho said: Two vast and trunkless legs of stoneStand in the desert…. Near them, on the sand,Half sunk, a shattered visage lies, whose frownAnd wrinkled lip, and sneer of cold command,Tell that its sculptor well those passions readWhich yet survive, stamped on these lifeless things,The hand that mocked them, and the heart that fed;And on the pedestal these words appear:"My name is Ozymandias, king of kings:Look on my works, ye Mighty, and despair!"Nothing beside remains. Round the decay Of that colossal wreck, boundless and bareThe lone and level sands stretch far away. – P.B. Shelley

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Task 15 (CV: Use)

The following questions refer to extracts of the poem The Love Song of J. Alfred Prufrock by T. S. Eliot. The poem is written from the perspective of a fictional man named Alfred Prufrock, and contains a strong message about life.

1. Below are the first few lines of the poem, where Eliot uses certain metaphors and similes to construct Prufrock’s view on life. Match the figurative phrases to their corresponding meanings in the table below.

Let us go then, you and I,When the evening is spread out against the skyLike a patient etherized upon a table;Let us go, through certain half-deserted streets,The muttering retreatsOf restless nights in one-night cheap hotelsAnd sawdust restaurants with oyster-shells:Streets that follow like a tedious argumentOf insidious intent...

2. The following lines are found later in the poem. Write a few sentences to show that you understand their meaning.

And indeed there will be timeTo wonder, “Do I dare?” and, “Do I dare?”Time to turn back and descend the stair,With a bald spot in the middle of my hair...

Figurative phrase MeaningLike a patient etherized upon a table Life can be lonely

half-deserted streets Life can be empty

Sawdust restaurants with oyster-shells Life can be difficult

Streets that follow like a tedious argument Sometimes there is no choice in life

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Task 16 (CV: Use)

The following questions refer to the poem No Man is an Island by John Donne.

No man is an island entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friends or of thine own were; any man's death diminishes me, because I am involved in mankind. And therefore never send to know for whom the bell tolls; it tolls for thee.

1. Analyse the poem and write its overall meaning below.

3. In context to the rest of the poem, what is the meaning of the following metaphor (“measured out my life with coffee spoons”)?

“For I have… known the evenings, mornings, afternoons,I have measured out my life with coffee spoons…”


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Task 16 Answer Guide

2. What do you think is meant by the phrase “never send to know for whom the bell tolls; it tolls for thee”?

1. Model Response:

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The overall meaning of the poem is that all of humanity is connected, and the loss of just one person is a loss to all. This is expressed mainly by the extended metaphor of comparing people to land (“No man is an island…”). Every man is a “piece of the continent” because all people are connected. Therefore, “any man’s death diminishes”, and “Europe is the less” if one “clod” [person] is lost.

Levels were awarded as follows:

4 A level 4 response would clearly and concisely state the overall meaning of the poem as all of humanity being connected, explaining how this is achieved by the literary device of extended metaphor and giving multiple specific examples from the text.

3 A level 3 response would clearly state the overall meaning of the poem as all of humanity being connected, referencing the extended metaphor and some textual examples.

2 A level 2 response would state the poem’s meaning as all of humanity being connected, mentioning the extended metaphor and one textual example.

1 A level 1 response would give a meaning for the poem, neglecting to mention any literary devices or textual examples.

0 No response has been made at any time or response is unintelligible or does not satisfy the requirements for any other grade.

Cognitive verb: use

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2. Model Response:


The “tolling bell” refers to the death of a person. The poem’s overall meaning is that, because all people are connected, the loss of one person is a loss to all. Hence, when one person dies, all of us die a little too – which is why, when the bell tolls, “it tolls for thee”.


4 A level 4 response would clearly and concisely explain the meaning of the phrase as “the loss of one person is a loss to all”, referring to the poem’s overall theme of humanity being connected, and explaining that a “tolling bell” refers to a person’s death.

3 A level 3 response would explain the phrase’s meaning as “the loss of one person is a loss to all”, alluding to the poem’s overall meaning.

2 A level 2 response would explain the phrase as “the loss of one person is a loss to all”, with a weak or incorrect reference to the poem’s overall meaning.

1 A level 1 response would provide a weak explanation of the phrase, with no reference to the poem’s overall meaning.


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FUNDAMENTAL LEARNING – VISUAL LITERACYWe live in a world saturated with visual stimuli. The majority of the time, images aren’t just there to look pretty: they contain ideas and information and are designed to convey implicit messages, whether we are aware of it or not. Our T-shirts bear logos and pictures indicating the subculture with which we have chosen to identify. Billboards, posters and advertisements pop out of every available surface, even in our video games. We update our profile pictures on social media to project a certain image of ourselves. We drive around guided by road signs and their symbols. We are even drawn to eat at certain places due to the colour scheme that has been chosen.

Since visual images have such a significant impact on our feelings and behaviour, we need to learn how to best interpret them. To effectively comprehend all aspects of visual literacy, you will not need to be skilled at painting, drawing or photography; nor will you need any depth of knowledge of the craft of film-making, graphic design or any other specialist field. All you will need is knowledge of the basic terminology required to help you articulate your points.

The following tips will teach you how to read a visual text; that is, how to draw out the message the author or artist is trying to communicate.

Visual TextsWhen you think of reading, it is natural to think of written text – making sense of ideas conveyed through words by flicking through a magazine, poring over a textbook or burying yourself in a novel. Similarly, despite the fact they don’t contain words, visual texts can also be read. This means we need to be aware of the visual features and tricks artists use so we can analyse them and take note of how they are compiled to produce the text. By doing so, we can better understand and appreciate the power visual images have over us.

Examples of visual texts include films, photographs, signs, posters, paintings, advertisements, cartoons, websites, sketches, drawings and graphs. Some are static; some are moving; some include words; others are images only; some stand alone, while others are part of a larger display. What is common to all of them, though, is that the image plays a central role.

The analysis of visual language can be summarised as follows:

ContextWho/What?When?Where?Purpose?

TechniquesDepth, Line, TextureColour (Tone/Hue)LightingSizeShapeArrangementUse of Symbols

Visual Text Audience

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ContextJust like the written or spoken word, visual texts need to be contextualised in order to best be understood. Context refers to an item’s background information, environment and the set of circumstances in which it arose. Another way of thinking about it is locating the text in time, place or within a social, cultural, religious or historical setting. For instance, knowing that Spanish artist Pablo Picasso was in the depths of depression when he entered his Blue Period helps viewers of his work understand the sense of sadness he was trying to express.

To determine context when studying an image, look for clues that indicate details such as who is being featured, where the image might be situated or when it might be set. Maybe there are some distinguishing natural or man-made landmarks that suggest a location; perhaps you can establish the era of the image from the clothing, uniforms or the hair styles featured; or, if it is less historical and has a more personal focus, your reading of the visual text might be helped if you can establish relationships through such things as wedding photos or pictures of a birthday party. Sometimes it is obvious who is being featured (e.g. a famous person); at other times the importance is that the people are ordinary members of society doing everyday activities.

You might also gain some insight from looking at how a text’s visual and written components function together to enhance the meaning.

After examining and determining a text’s context and using some of these signposts as a guide, you should try to get a basic feel for the purpose of the text, i.e. what the author or artist is trying to achieve. What do they want their audience to see? Feel? Accept? Do? Do they intend to manipulate us in any way? If so, how? And, above all, why?

Once you have established the basic concepts of subject matter, begin looking for techniques that enhance the effect the author is trying to achieve.

Visual TechniquesIt is generally impossible to find something when you don’t know what you’re looking for. Visual texts rely on a variety of devices to help communicate their messages to their audience, so it is important you are aware of exactly what they are. Perhaps a mnemonic might help you remember them better: All The Cloudy Days Last Longer In Summer Months. (Arrangement, Texture, Colour, Depth, Line, Light, Interpretation, Shape and size, Mood)

Learning this mnemonic and the visual techniques it represents will greatly assist you in remembering what aspects to consider in your response. This will result in a more comprehensive answer, which will be reflected in a higher grade. Here, we will explore how the different techniques an author adopts when composing their artwork are used to bring out their message, as well as how to read them.

Arrangement

The lines, size, shape, colour and placement of objects are all part of an artist’s arrangement of the artwork. As with a subject’s size, its structure is also usually deliberate, with different features purposely positioned for effect. The way an artwork is organised allows its artist to influence where their viewers’ attention is focused, emphasising or reducing a feature’s importance. Usually, the most important subject is placed near the centre, whereas an object placed on the side and separate from the others might accentuate its loneliness or feeling of isolation.


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For instance, if a person in a painting is looking out at something in the distance, the audience’s attention will be instinctively drawn to that faraway object, irrespective of its size. If that object is a small, brightly coloured light in the centre of an otherwise dark background, it could convey the message that there is a glimmer of hope.

Texture

The surface of a painting or sculpture can be used to add to the mood the artist is trying to create. For example, soft brush strokes or smooth surfaces can indicate serenity or calmness; and uneven paint strokes or rough, jagged surfaces can convey a threat or indicate turbulence. Artists can also use texture to help convey the feeling of soft grass, the harshness of a mountain range or the tenderness of a person’s skin.

Look out for images that are monochromatic (one colour), vividly colourful, greyscale, sepia or in black and white, as there will be a reason for this choice. The use of tone is also often deliberately employed to suggest things like the time of day, the weather, a prevailing mood or sense of apprehension or foreboding.

DepthDepth is the illusion of space in an image – the apparent distance between near and far. Depth can be created by overlapping objects in an artwork or controlling the size or position of different features. Some artists even try to avoid depth in an attempt to thwart realism, purposely making small objects brighter and large objects duller. For instance, the projection of objects towards the viewer through depth highlights their importance. 3D forms of artwork tend to capture the viewer’s interest more than 2D pieces; however, 2D works compel viewers to use their imagination, so can be just as stimulating.

LineLines can be used to lead a viewer’s eyes to a focal point or create a feeling of movement. Straight lines can portray hard surfaces or create a feeling of strength or rigidity, whereas curved or wavy lines can indicate a degree of softness or serenity. They can be used to define space or to create the illusion of mass or volume and even create silhouettes for effect.

Light

The use of light in an artist’s work is very important as it is used to focus the viewer’s attention on certain objects or to convey a feeling or message. Remember, light can be used to create

Colour

Human emotion and perception is greatly affected and shaped by colour. As such, artists tend to use colour to specifically evoke particular moods, feelings or emotions. Think about it – we have phrases like “seeing red” and accuse or evil people of having a “black heart”.

Interpreting colour can be tricky, as its meaning can change depending on its context. On one hand, red can be associated with love and passion, but on the other it can also be used to signal hazards (e.g. road signs) or anger (“red with rage”). Purple is often used to indicate royalty, but in the Christian religion it is also associated with the season of Lent, a time of atonement for one’s wrongdoings.

Thus, colour can be used: • as part of a symbol; e.g. a red rose.• to convey a message; e.g. a black arm band indicates a loss and/or that the person

is in mourning. • to create a feeling or mood; e.g. dark brown, grey and black can be used to create

an eerie atmosphere; bright yellows, greens and blues are often used to indicate spring time or create a more relaxed mood.

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shadows, develop contrasts and/or soften or harden the appearance of an object, and as such, is often a key technique in creating a specific atmosphere.

Interpretation

When an artist creates a piece of art, it might be in its original form or an abstract form (that is, a form altered from its original version). Abstract artists – by the use of devices like light, lines, shape and colour – can express their interpretation of a notion such as war, a feeling such as depression or an object such as a person. For instance, in one of his murals, Mexican painter Diego Rivera depicted his view of the Spanish conquerors’ exploitation of American natives, highlighting the violence and injustices committed against his people.

Keep in mind that although all art is open to interpretation, to be valid, this opinion must be justified and supported by evidence from the artistic piece.

Shape and Size

Shapes come in all forms and sizes and include traditional rectangles, circles, squares and triangles and irregular curved or jagged structures. Shapes are often critical to an artistic work in that they can provide subtle or strong messages; e.g. vertical rectangular shapes can be used to suggest strength, power, arrogance or stubbornness; horizontal rectangular shapes can be used to suggest serenity, peacefulness or respite; curved shapes can suggest a suppleness or softness; and jagged shapes can be used to imply unrest, tension or danger.

Through the use of size, we can see aspects such as:• What the author considers more important or what the author wants us to concentrate on.• The relative importance of characters in relation to each other. • The relationships that are featured.

Sometimes the size of the object is not as important as the angle of the photographer’s lens or artist’s perspective when constructing the photograph or image: • Shots where the viewer looks down on the subject are often used to make the subject look

small, overpowered or scared.• Eye-level shots make things look natural and true to life.• Shots angled up towards the subject infer the subject’s power, control or the sense of

homage or reverence it commands.

Mood

An image’s mood or atmosphere is essentially the state of mind or feeling it engenders. It is controlled by a combination of colour, shape, texture, light, depth and arrangement, and if the artist has done their job properly, your first impression of an artwork is usually quite correct. A mood may be one of hope, despair, anxiety, excitement, warmth, happiness and more, and to best express it, you should try to use sophisticated and precise vocabulary supported with explicit evidence.

Other Aspects to ConsiderThe following concepts might be useful when discussing the way an author delivers ideas to his/her audience.• Realism – representing objects and nature etc. as it is, without idealisation or

embellishment.• Abstract – having little or no visual reference to objects in nature.• Style – manner of treatment or execution of works of art that is characteristic of a

civilisation, a region or an individual.• Symmetry – aesthetic balance obtained by disposing forms about an axis (real or

imaginary) so that those on one side more or less correspond with those on the other – often discussed in terms of shape, colour or texture.


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Use of SymbolsSymbols are generally regarded as typifying, representing or recalling something; thus, they have special meaning because of what they suggest.

The power of symbols comes from the fact that they are easily recognisable and often universal in meaning. Organisations use them to achieve recognition and often incorporate them into their logos, and they are also extensively used in road signs, airports and sporting venues.

The problem with symbols, however, is that they are not always specific:. You sometimes need a context to understand their full meaning, e.g. white usually signifies purity and is the traditional colour for weddings, but a white flag is the universally recognised symbol for surrender.

Areas rich in symbolism include Greek and Roman mythology (e.g. the Narcissus myth) and stories and legends from many different cultures, religious faiths and political and social movements or even nature (the courage of a lion, the slyness of a fox, the stubbornness of a mule – all of these ideas are often represented in literature and art).

Questions Involving Visual LiteracyWe have spent considerable time exploring many of the techniques artists use to elucidate their ideas in visual texts, so we now know what to look for when trying to gain an understanding of a work’s overall intent. In your exams and assignments, there are three styles of visual literacy questions you may be exposed to:

• Creation questions• Composition questions • Questions demanding a well-crafted response

Each question type is elaborated on in the following sections.

Creation Questions

These items will provide you with information – perhaps in the form of text, a flowchart or a table – and ask you to create an artwork or diagram based on it.

Example: After reading the description of the central character in the extract, draw a picture of what she might look like.

Response Tips:

1. Make a list of the features you are required to include in your response in order to get an A (be brief – these notes are only for you). If you are sketching a character, what characteristics and qualities do you need to include? What should their hair look like, what are they wearing, what is their expression supposed to be? If you are drawing a map, what features do you need to include, what scale should you use, what sort of audience is it for?

2. Take note of the percentage/marks given for the question. If there are 15 marks available in the entire assessment and the question is worth 7.5 marks then it is worth 50% of your grade and is therefore a significant question. Use this strategy to help decide how much detail you need to go into.

3. Circle the Cognitive Verb and write down anything that MUST be included in your response to ensure that you understand what is required. If you are asked to use straight lines to construct a diagram and you draw it with curves, you may miss out on easy marks by failing to do what was asked.

4. Keep in mind that your drawing ability is not being tested, but to achieve the highest grade possible, it usually requires you to use all the space provided.

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Task 17 (CV: Sketch)

Mandy has been exploring an ancient cave and has come across this set of ancient paintings. It appears that together, they make up some sort of puzzle. However, one of the paintings has somehow been erased.

Sketch a suitable replacement for the missing picture.

(This item continues on next page)

HINT: Find the pattern

to help you figureout the featuresof the missing

drawing.


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Task 17 Answers Guide

Model Response:


3 A level 3 sketch would show an African animal standing on the ground in the centre of the picture, facing left. It would also include a rainbow in the top left corner and three clouds in the top right corner.

2 A level 2 sketch would show an African animal standing in the centre of the picture, facing left or right. It would include a rainbow in the top right corner and a group of clouds in the top left OR one of a rainbow in the top left corner or a group of clouds in the top right corner.

1 A level 1 sketch would show an animal in the centre of the picture, facing left or right, and include either a rainbow or some clouds at the top of the picture.


Composition Questions

These types of questions will present you with a visual stimulus and ask you to write a response. You will usually only be required to discuss or make a calculation based on one element of a text or one source of information.

Example: Discuss the contradiction this photograph represents.Response Tips:

1. Write notes all around the stimulus based on your observations.2. Simply explain/compare/justify – focus on the crucial or important

information as there is no need for an introduction or conclusion. 3. Justify all statements you make by referencing and analysing the stimulus. You cannot use

multiple bits of evidence and then just make one blanket statement.4. Look to the marks available for the question as your guide when determining how many

aspects of the stimulus to discuss in your response. The more marks the question is worth the more features you should discuss.

5. Beware of specialised language indicating your mode of response – do not just discuss the two subjects in a photograph if you are asked to compare them.

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SAMPLE


Task 18 (CV: Comment)

Below is an image of a Kodak PCD-860 CD player. The symbols shown for open/close, play, previous, next, pause and stop are globally recognised. Choose one button from the six below and explain why you think it is an effective visual symbol

Give your answer.

Model Response:

The play button shown on most media devices is primarily effective because of its simplicity. The symbol is a triangle pointing to the right, and since most cultures read from left to right, many people can understand it to mean ‘start’ or ‘go’ without written language. Also, it does not need to be viewed closely due to its clear shape.

Levels were awarded as follows: 3 A level 3 response would discuss one symbol from the six in the image, giving a thorough

overview of the symbol’s most important visual features and at least two clear reasons for why the symbol is visually effective.

2 A level 2 response would discuss one symbol from the six in the image, mentioning some of the symbol’s visual features and an acceptable reason for why the symbol is visually effective.

1 A level 1 response would discuss one or multiple symbols from the six in the image, discussing unimportant visual features and giving a weak reason for why the symbol is visually effective.




SAMPLE


Questions Demanding a Well-Crafted Response

This format of visual literacy question is the most involved you will come across, and will require you to produce an essay-like answer, synthesising multiple texts or features of a text.

Response Tips:

1. As you are essentially required to write a mini-essay, you will need to follow the conventions of one. That is, you will need to write an introduction, body and conclusion and maintain a clear, underlying thesis.

2. Write on or next to the diagram/picture. Use the key words (in the following task, figures and settings) to focus your response. Write brief notes and/or dot points, numbering them so nothing is left out.

3. Do your thinking on the paper.

4. Write a brief plan outlining the way you are going to structure your paragraphs and what you intend to include in each.

5. As with composition-style questions, take note of the way you are expected to write your response, looking for task words and Cognitive Verbs instructing you of the action you need to take in your response.

6. Justify all statements made with reference to the stimulus and provide an analysis of all the conclusions you draw.

7. It is here that you will most likely be required to make use of the mnemonic we learnt previously: All The Cloudy Days Last Longer In Summer Months. That is, where relevant, you should examine and discuss the stimulus’ arrangement, texture, colour, depth, line, light, interpretation, shape, size and mood.

8. Although using the correct language or discussing a particular technique will help in your explanation, ensure that you do not lose sight of the fact that it is generally a discussion of the technique’s effect rather than the technique itself that you should provide.

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SAMPLE


Task 19 (CV: Explain)

During the 19th Century, art was a very technical and academic activity. Impressionism “broke the rules” by using fast, freely brushed colours rather than lines and contours. Impressionists were happy to rebel against the established “method” of art, and they generally painted outside to try and capture the movement of the scene. Prior to Impressionism, any paintings (including landscapes) were done indoors.

Despite being critical of this new style at first, the public came to appreciate Impressionism, as it brought a fresh vision to painting. The goal of Impressionism was to capture a sensation in a painting rather than rigidly studying the subject being painted.

Explain how the paintings above demonstrate the goals of Impressionism.


SAMPLE



Model Response:The paintings reflect the goals of Impressionism – to capture sensations and moods rather than rigidly portraying the subjects – through a number of visual elements. They have muted backgrounds, strong moods and a distinct rough texture due to the fast, free-flowing brushwork of the movement. The first painting uses faded colours and lacks clear lines, particularly between the sea and the sky. This creates a peaceful mood and a strong sensation of being at sunset on the water. The second painting uses a rough texture and soft lighting to create a sensation of movement, as if the girl is about to stand up from her chair. It creates an interested mood. Similarly, the third painting also conveys a sense of movement, particularly by arrangement of the girl’s raised foot. The blended texture of the background defies realism and focuses the viewer’s attention on the girl. The painting creates a mood of movement and mischief. Ultimately, the visual aspects of all three paintings work together to reflect the goals of the Impressionist movement.


4 A level 4 response would detail the overarching characteristics shared by the three paintings, as well as the mood and at least two visual elements of each individual painting. It would also clearly explain how these elements demonstrate the goals of Impressionism.

3 A level 3 response would describe some visual characteristics shared by the three paintings, as well as the moods of each painting, and some visual elements from the paintings. It would also describe how these elements demonstrate the goals of Impressionism.

2 A level 2 response would describe some of the overarching characteristics shared by the paintings, visual elements of one or more paintings, and/or moods portrayed. It would make reference to the goals of Impressionism and briefly describe how the paintings demonstrate them.

1 A level 1 response would describe one or two of the moods or visual elements of one or two of the paintings. It would then give a basic reason as to why the paintings demonstrate the goals of Impressionism.


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FUNDAMENTAL LEARNING – NUMERACYUsing graphs to display dataData is an integral part of mathematics, and it is used in many different avenues of life every day. However, if we only have raw data, it is often very difficult to interpret, often rendering it meaningless. This is why we use graphs; they provide an accurate, easy to interpret visual representation, so that data can be quickly analysed.

When creating a graph, it is important to choose the most effective type of graph to display the data so that it can be interpreted easily. The most common types of graphs are:

• Histogram – these are useful when we need to display numerical data in groups or class intervals, and are particularly useful when displaying continuous data. For example, we could use a histogram to display the heights of students in a class.

• Bar graph – we use these to display categorical data. For example, we could graph the number of different breeds of dogs observed at a dog beach.

• Pie chart – we use this when comparing the proportion or percentages of a total made up by different categories. For example, we could use a pie chart to compare the percentage of water usage taken up by different activities in a house (shower, kitchen sink, washing machine, backyard sprinklers etc).

• Line graph – we use these to track changes over a period of time. For example, we could graph the speed of a cyclist over time on a bike ride.

Remember to always include a heading and label your axes when you make your graph, as well as providing a legend if necessary.


Task 20 (CV: Decide)

Decide which type of data display would be the most appropriate for the following data:

a) Results of a university cohort in their first year anatomy class. 3% of students scored a high distinction, 12 % scored a distinction, 30% scored a credit, 46% scored a pass and the remainder failed.

b) Jill took a survey of which type of pets were owned by her classmates.

c) The weight (in kg) of members in a fitness group before going on a 30-day cleanse.

d) The distance Raymond had travelled was recorded at 10 minute time intervals on his 3 hour run. SA

MPLE


Task 21 (CV: Interpret)

Interpret the following graph and answer the questions that follow:

a) In which month was the average temperature the highest?

b) What was the difference in average temperature between October and March?

c) What was the range of average temperatures over the year?

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Technique Explanation Example

Adding and subtracting

When adding or subtracting two fractions, both must have the same denominator. If not, the fractions must both be converted to have the same denominator, using equivalent fractions. Once the fractions have a common denominator, simply add or subtract the numerators.

+

= × + ×

= +

=

Multiplying Multiply the numerators and denominators of each fraction.

×

=

=

Dividing Invert the second fraction and multiply the fractions.

÷

= ×

=

= (or 4 )

34

349121112

212

33

16

22

16

34

32418

16

34

3418492

12

61

16

SAMPLE



Converting from a mixed number to an improper

fraction

Multiply the whole number by the fraction’s denominator, and add the numerator. Finally, place the total over the original denominator.

6 =

= × +

= +

=

Converting from an improper fraction

to a mixed number

Divide the numerator by the denominator. The result is the whole number, and the remainder is the numerator of the fractional part.

= 11 ÷ 4= 2 remainder 3= 2

34

61244

274

114

4434

34

34

Task 22 (CV: Calculate)

1. Calculate (showing working):

2. Jerry and Katherine have four sons: Marcus, Arthur, Ashton and Trevor. Marcus has one child, Arthur has no children, Ashton has three children and Trevor has four children.

The whole family are celebrating Katherine’s birthday and have just smashed a piñata full of lollies. The family have mutually agreed that Jerry and Katherine will receive half of the lollies for themselves, and the other half will be divided up among the rest of the family.

Marcus, Arthur and Ashton have each proposed a method to divide up their half of the lollies between the family:

• Marcus suggests that they divide their share equally between the four sons, and then each son divides that share evenly between themselves and their children.

• Arthur proposes that their share is divided evenly between the four sons and all of the grandchildren.

• Ashton thinks that half of their share should be divided evenly among the four sons, and the other half should be divided evenly among the grandchildren.

a) b) c) d) e) 15

35

75

15

43

25

38

16

12

23

SAMPLE


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Calculate:

PercentagesWhat is a percentage?

When we have to compare two fractions, it is easier if they have a common denominator. The denominator of 100 is often used and is called per cent. The symbol % is used to replace the words per cent.

∴ % = per cent = per 100 = divided by 100

Any fraction can be expressed as a percentage by multiplying the fraction by 100.

Examples:

a) The fraction of the total amount of lollies that each son will receive using Marcus’ method.

b) The fraction of the total amount of lollies that each grandchild’s share will increase if Arthur’s method is used instead of Ashton’s.

Technique Explanation Example

Expressing fractions as a percentage

Any fraction can be expressed as a percentage by multiplying the fraction by 100.

a) Express as a percentage:

b) Express as a percentage:

12.5%

237.5%

18

18

1001

198

1001

1008

19008

18

38

2SAMPLE


Task 23 (CV: Express)

Express the following as percentages:

a) b) c) d) 425

85

316

35

1


Expressing a number as a percentage of another number

To express a number as a percentage of another number we need to complete two steps:

1. Express a number as a fraction; then

2. Change the fraction into a percentage by multiplying by 100

a) Express 9 as a percentage of 20

Step 1.

Step 2. × 100%

= 45%

b) × 100%

= 5%

Finding a percentage 1. Change the percentage to a fraction with a denominator of 100.

2. Multiply the fraction by the quantitygiven.

a) Find 25% of 50

= × 50

= 12.5

b) Find 17% of 60

= × 60

= 10.2

Calculating percentage differences

To calculate the percentage difference between two values, we need to:

1. Calculate the amount being added or subtracted to a value by finding the percentage

2. Add or subtract the value

If Matthew was 105 cm tall and he had an increase in height of 10% during the year, how tall would he be now?

New Height: = (100% + 10%)× original height

= × 105 cm

= 1.1 × 105 cm= 115.5 cm

110100

25100

17100

920

920

20400

SAMPLE


Task 24 ( CV: Calculate)

Task 25 (CV: Solve)

Solve these equations:

a) 13% of $200b) 145% of $2840c) 5.2% of 1.58 × 104 tonnes (state answer to the nearest tonne)d) 0.021% of 25 868 742 people (answer to the nearest hundred)

Show your working:

What percentage is: (State all answers to 2 decimal places.)

a) $2 of $10 000 b) 7c of $4.20 c) 60 cm of 5 cm d) 8 min of 1 week

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Task 26 CV: Solve)

Jack had a swimming time of 55 seconds for 50 m and he improved (decreased) this time by 20%. Solve for Jack’s new time?

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RatiosRatios are used to compare different quantities; however, you can only compare ratio quantities when shown in the same units. Ratios can also be used to express proportions. Remember, when writing a ratio you do not need to use units.

Students will often be given problems involving two variables that are linked (or related) to each other. For example, if one variable increases when the other increases, the two variables are said to be directly proportional.

Direct proportion problems can be solved with the rule .

Conversely, an inverse proportion occurs when one variable decreases as the other increases. Inverse proportion problems can be solved with the rule A1B1 = A2B2.

A ratio is an ordered comparison of quantities of the same kind. A ratio is said to be simplified or in its lowest terms when its numbers have no common factors (except 1).

A1

B1=

A2

B2

Examples:

a) Express the ratio 45:60 in simplest terms.

b) Find the ratio of 45 min:1 hr 45 min in simplest terms.

c) Divide $210 in the ratio 3:4.

1st share =

2nd share =

45

60

3

43:4= = 45 min

1hr 45 min

45

105

3

73:7= ==

4

7× $210

= $120

3

7× $210

= $90

The exercises that follow will help you sharpen your skills when working with ratios.

SAMPLE


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Task 27 (CV: Solve)

The Cooper children’s great uncle died, and in his will, he decreed that his $800 000 fortune was to be divided among his nieces and nephews according to the proportions of their ages to the total ages combined. The four children – Mia, Lincoln, Amelia and Oscar – were aged 6, 9, 10 and 15 respectively. How much money does each child receive according to the will?

Show your working:


Look at the following two squares. If the ratio of the perimeters of these squares is 1:2, express the ratio of their areas.

Show your working:

AB

*Not to scale

SAMPLE


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Indices

Rules:

Index laws and definitions where m and n are rational numbers.

Rule 1: am × an = am+n Example 75 × 73 = 78

Rule 2: am ÷ an = am-n Example 75 ÷ 73 = 72

Rule 3: (am)n = amn Example (75)3 = 715

Rule 4: a0 = 1 Example 70 = 1

Rule 5: a-n = Example 7-3 =

Rule 6: a1/n = n√a Example 71/3 = 3√7

1

an

1

73


Answer the following questions using a calculator. Evaluate the following:

a) 22 × 33 c) 3√729

b) (22)3 d) 7 3/8 ÷ 2 3/5 × (-3/2)3 (express answer as a fraction)

Show your working:

The following task is a challenging item that involves using fractions, indices and looking for patterns from your earlier answers to find a mathematical relationship between two things.

SAMPLE



AlgebraAlgebraic expressions contain letters of the alphabet which represent numbers. Expressions can also contain brackets or combinations of operations.

Example: Coefficient

Variable

Constant Term2 x + 5

Commutative and Associative Laws

• Terms of a sum can be interchanged a + b = b + a and regrouped without affecting the (a + b) + c = a + (b + c) value. a + b + c = c + b + a• Differences cannot be rearranged. a – b ≠ b – a• Factors of a product can be interchanged a × b = b × a and regrouped without affecting the a × (b × c) = (a × b) × c value.• Quotients cannot be rearranged, unless a and b are the same value.

Rules:

Operating with Zero• Any number remains unchanged when a + 0 = a zero is added. • Any number multiplied by zero equals zero. a × 0 = 0• Zero divided by any other number equals zero. 0 ÷ a = 0 • Any number divided by zero is not defined. a ÷ 0 = Not Defined

Task 30 (CV: Use)

a) Use the algebraic rules to expand the following expressions:

a) 2x (7 - 2y) b) 2x2 (7x - 4x3) c) 3a2 (5a – 3b) d) 3x2 (2x3 = 7x-3) e) -6y (2y2 – 2y3)

SAMPLE


Order of OperationsThe order of operations is used to determine the order in which calculations need to be completed in a mathematical expression. The order is as follows:

1. Brackets2. Indices/Exponents3. Division/Multiplication4. Addition/Subtraction

Multiplication and division have equal preference, as do addition and subtraction, so it is important to simply work from left to right when both are present or you may obtain the incorrect answer. e.g. 5 – 7 + 4

Working out the above expression from left to right will give you 2 – the correct answer – whereas if you do the addition then the subtraction you will get -6, which is incorrect.

When writing expressions on a calculator, you must always ensure that you put brackets in where necessary, as calculators generally have the order of operations programmed into them. The following task provides a few problems to test your skills.

Task 31 (CV: Solve)

a) Solve the following using a calculator: 6 × (7 + 13) – 42

b) Solve the following without using a calculator: 22 ÷ 11 + (16 - 6) × 12 + 3


SAMPLE


Rearranging EquationsWhen faced with rearranging mathematical equations, a typical question consists of an equation with multiple variables. You may be asked to rewrite the equation in terms of ONE of these variables.

REMEMBER the GOLDEN RULE: Whatever we do to one side of the equal sign, we must do to the other side.

Example (Addition and Subtraction Rearrangement):

Given y = mx + c, state for c.In this instance, the question is asking you to rewrite the equation in terms of c. Presently, the equation is written in terms of y, since y is by itself on one side of the equal sign. To obtain c by itself (i.e. In terms of c), we need to remove the mx. How? We can subtract mx from both sides of the equation.

y – mx = mx + c – mxy – mx = c

As you can see, we are left with an equation in terms of c.

Example (Multiplication and Division Rearrangement):

Given mk + p = hp – c, rearrange for p

In this instance, the question is asking you to rewrite the equation in terms of p. At first glance, the equation contains two terms involving p. It is recommended to bring these two terms to the same side of the equation; usually the simpler term is moved (in this case, p) to the side containing the other term (hp).

mk + p – p = hp – c – p (minus p from both sides)

mk = hp – c – p

mk + c = hp – c – p + c (take any term not involving p to the other side i.e. add c)

mk + c = hp – p

mk + c = p(h – 1) (take out the common factor p)

mk + c = p(h – 1) (divide both sides by (h – 1)) (h – 1) (h – 1) mk + c = p (h – 1)

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Task 32 (CV: Solve)

Now have a go at these:

a) Given Ma = Mg-T rearrange in terms of g.

b) Given v2 = u2 + 2as rearrange in terms of s.

c) Given – = 5 rearrange in terms of P, and then solve. State your answer to 1 decimal place.

d) Given 10 000 = πR3 rearrange in terms of R, and then solve. State your answer to 2 decimal places.

2P7

83


SubstitutionSubstitution is the mathematical process of replacing one value with another.

Example:

Find the value of 4a2 + 2b – c when a = -3, b = 2, and c = -4,Solution: 4a2 + 2b – c = 4(-3)2 + 2(2) – -4 = 4 × 9 + 4 + 4 = 44

SAMPLE



For the equation y = 3x + 4b + 9, calculate the value of:

a) y when x = 4 and b = 5 b) x when y = 9 and b = 12 c) b when y = 24 and x = 7

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A number of factors are significant when students are confronted with a situation that involves some higher order thinking or processing. These include:

• Confidence. Sometimes a student’s confidence is lowered when they are confronted with problems involving numeracy, and they may not even attempt the question.

• The amount of information provided and the perceived complexity of the stimulus material. Generally speaking, the more information provided and the longer the question, the lower the success rate.

• The quantity and quality of previous experience in dealing with a similar situation. The old saying “practice makes perfect” is accurate. Familiarity with material usually leads to an improved performance.

When students are shown specific problem-solving strategies, however, there is a substantial improvement in their overall success rate. That is why we have devoted this chapter to such strategies.

We believe that by mastering these skills, you will grow in confidence and be both better equipped and more willing to attempt problems that you once would not have started. We also feel that, through the application of these strategies, you will experience much more success, because you will have a systematic approach that has been proven to solve the various types of problems.

While the following section focuses on developing your problem-solving abilities, often, when giving a response to an assigned task, you will be required to use the basic literacy, visual literacy and numeracy skills that were revised previously. It is important that you have revised these sections, as these skills are critical to all problem-solving.

Consider the following diagram, which shows various levels at which one can attempt to solve problems. The different levels and what they require is also shown below. It shows clearly that as you move from Level 1 to Level 5 (that is, use more constructive problem-solving techniques) you have a greater capacity to achieve success and a greater confidence to attempt more complex problems. Look carefully at the type of approaches that an effective problem solver will employ. Now, see if you can model your attempts on these approaches and avoid falling into the trap of using only those approaches used by lower level problem solvers.

You can see a diagram explaining this on the next page.

Level 1 – No working, just an answer in the space provided.

Level 2 – Some underlining of the key words with an answer in the space provided.

Level 3 – Underlining of key words/phrases plus clarifying notes, then a detailed answer which includes key words/ideas from the question.

Level 4 – Underlining of key words, clarifying notes, plus a clear number of the things required to be completed/considered in the response, then a comprehensive answer that includes key words/ideas from the question.

Level 5 – Underlining of key words, clarifying notes, a clear number of the things required to be completed/considered in the response, plus the selection of a very good method of response (based upon previous experience – may include Venn diagrams etc.), then a comprehensive answer that includes key words/ideas from the question.

PATHWAYS TO Problem-solving


SAMPLE


Following are some ideas to help you move from the lower levels of problem-solving to being much more effective and confident when faced with more in-depth problems.

WHICH phase OF PROBLEM SOLVER ARE YOU?

Which level are you? How can you improve?

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Our advice for when reading a problem:• Have a pen in your hand.• Read the questions first.• Underline the key words or facts from the question.• Put the task into your own words – either mentally or physically on the paper (abbreviate

because the notes are only for you).• Determine the number of things you have to do – write this number beside the question to

give yourself a point of focus.• Determine the best method of answering the question – this will become easier with

experience.

Our advice for when answering a problem:• Include key words or facts from the question in your response – this will mean you are at

least addressing some aspect of the question. In simple terms, this means to replace the question when starting to give a response.

• Provide clear, concise statements.• Include explicit evidence (via references, quotes etc.) to support your statements.• Ensure that you justify each of your statements. If it is a numeracy problem, this should

include words in the response.

Now, we will investigate a range of problem-solving strategies that are designed to address specific tasks.


Responses that Involve Making a ListWhen there are a number of pieces of information to absorb, an effective way to keep track of the information and to make sure you do not miss any in your response, is to make a list.

Not only can a list help organise your response, but it can also be used later as a checklist when you are assuring yourself that your response meets all the requirements of the question. Your list does not have to be elaborate, just accurate and comprehensive. Remember, you can construct your list by both underlining and numbering on the actual text provided or separately to the side of the stimulus material.

When you attempt the following exercise, make a list to identify the important points in the email from Lee to his friend, Chris, about his car accident.

Check that when you list the key aspects to be used in your diagram, you have changed them into your own words so you will better appreciate what to do.

Now you can see that you have:• Created a checklist so that you can be sure that if you systematically work down the list you

will not miss anything.• A way of checking, on completion, that you have included all aspects.• Assured yourself that you have answered what has been asked of you.

SAMPLE



Beau is going on a holiday to visit his friend Jacko. However, Jacko has recently moved cities, and he has never been to Jacko’s new area of residence before. He emailed Jacko to ask for directions from the airport to Jacko’s place. This was Jacko’s reply:

Hi Beau, how are you?

Looking forward to you coming down! Alright, well first you need to take the south exit of the airport and head down the road to your left. Then take the first right, that’s the road alongside the carpark. Then you will either need to take a right onto Moonbeam Road and then the second left on Texas Street, or keep going straight ahead rather than turning onto Moonbeam. Either way, you’ll get to Sunshine Street – you need to follow that the whole way until you reach the roundabout. Take the first exit on the roundabout, and then walk over the bridge over Sparkling River – that’s where we’re going fishing when you arrive. Then take your second left onto Diamond Avenue after crossing the bridge, and my house is the first one on the left!

See you soon,

Jacko


a) Sketch the potential pathways that Beau can take to get to Jacko’s house from the airport, and identify Jacko’s house on the map.

b) Assume there was a big accident that prevents Beau from travelling over the Sparkling River Bridge. Sketch (and label) three other potential pathways he could take to get to Jacko’s house. Provide directions for Beau in a numbered list format for one of these routes.

SAMPLE


Responses that Involve Constructing a GraphWhen you are required to sketch a graph or use a graph to illustrate a point, it is a very good idea to draw a small rough draft of your graph so that fewer errors are made in your final answer. When graphing, the steps below should be followed:

1. Make an appropriate choice of graph type for the purpose required.2. You may need to construct a table of values to complete the graph – ensure you use

suitable units, plus consider if the zero value is required. 3. Provide an appropriate title to succinctly show the purpose of your graph.4. Ensure the correct choice of axis for the independent and dependent variables.5. Use clearly drawn and appropriately labelled axes displaying suitable units.6. Use a suitable scale.7. Ensure accurate plotting of points (a suitable table of values will help reduce errors).8. Neatly present the chart.

When you attempt the following exercise, make sure your response follows all of the above instructions.

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Task 35 (CV: Extapolate)

Plants grow through a process known as photosynthesis. They take in carbon dioxide (CO2), water and light, and produce oxygen and glucose in the process. As a plant is exposed to more photosynthetically active radiation (PAR), which represents the amount of light available for photosynthesis, it increases its carbon dioxide uptake. This increases the plant’s rate of photosynthesis, and subsequently its growth rate. The incomplete graph below demonstrates the relationship between the PAR and net CO2 uptake of a plant. Suppose the plant has a light saturation point (the point where increasing light intensity will no longer increase the rate of photosynthesis) of PAR = 1000. Using the given information, extrapolate the graph below to PAR = 2500.

SAMPLE


Task 36 (CV: Determine, Develop)

Fractals are geometric shapes used to form never-ending patterns. The same shape is used at progressively smaller scales to create the pattern.

An example of a fractal is Sierpinski’s triangle. It begins with one solid equilateral triangle. This is then divided into four smaller equilateral triangles using the midpoint of the three sides as the new vertices.

This process can be continually repeated to produce smaller and smaller triangles, and create an overall never-ending structure. Each division can be referred to as a ‘stage’; stage 1 represents the initial equilateral triangle, stage 2 after one division into 4 triangles, stage 3 after another division, and so on.

1. (CV: Determine) The length of each side and the number of sides for a particular stage 1 triangle have been given below. Determine the length of each side for the subsequent stage 2, 3, 4 and 12 triangles and write these values below.

Stage Length if each side

1 1

2

3

4

12

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SAMPLE


2. (CV: Develop) Develop an expression for the length of each side of the Sierpinski triangle in relation to n, where n represents the stage number.


Show your working:

Task 37 (CV: Generate)

Jarrad is a high school teacher and conducts a poll for Year 12 students regarding what they will be doing next year. One quarter of students are planning to go to university. Of the students not going to university, eighteen percent will be working a trade and the rest of the students will be taking a gap year. If n represents the number of students in Year 12, generate an expression in relation to n for the number of students who will be working a trade next year. (There is no need to simplify – write your answer using the lines below)

Developing and Solving EquationsWord problems can often be expressed algebraically. By using symbols to represent what is described in the problem, unknown quantities and values can be easily solved. This is a difficult skill, but can be developed through practise. First, read the problem given and determine what it is asking. Next, create an algebraic term to represent the unknown (usually let it be equal to x) and rewrite all of the other information provided in algebraic terms (usually also in terms of x). Finally, develop an equation linking all of the known and unknown terms and then, if required, use correct mathematical procedures to solve the problem.

Question:Savannah spent $800 on a new surfboard, which was $600 less than twice what she paid for her last one. How much did her last surfboard cost?Worked Solution:

1. Let x be the cost of the first surfboard Savannah bought. Therefore:2x – 600 = 800

2. Isolate the x on one side and collect all of the integers on the other side:2x – 600 + 600 = 800 + 600 2x = 800 + 600 = 1400

3. Divide 1400 by 2 to solve for x:x = 700. Savannah paid $700 for her first surfboard.SA

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Follow me for some interesting facts about effective learning...


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introduction to cognitive verbsAbout Cognitive Verbs

Cognitive Verbs (CVs) are the fundamental skills that you learn while at school; you’ve been learning them even without knowing. Each of the 74 CVs covers a different aspect of the assessable skills you are likely to encounter during your senior studies. They are the words that make up exam questions, your assignment tasks, and the work you do in class. You will use similar cognitive verbs across all of your subjects: from maths, to science, to English, to the humanities, and physical education.

It’s important you understand the cognitive verbs and what they mean; analysing means the same thing in history as it does in mathematics, you’ll just use it on different types of information. Therefore, understanding how to analyse is a valuable skill; it affects all your subjects.

The CVs are separated into three categories: retrieval and comprehension, analytical processes and knowledge utilisation. Each of these categories separates the level of cognition required by students to complete their senior subjects.

LEVEL 1 LEVEL 2 LEVEL 3

Retrieval and Comprehension Analytical Processes Knowledge Utilisation

The ability to store and understand the information in your memory.

Extending your knowledge to make a reasonable understanding of something

Using your knowledge in a process to complete a task

Processes include recognising, recalling and symbolising

Processes include matching, classifying and analysing.

Processes include investigating, decision making and problem solving

Separation of Cognitive Verbs

Calculate Anaylse Appraise

Clarify Apply Appreciate

Comprehend Categorise Argue

Construct Classify Assess

Define Compare Comment

Demonstrate Consider Conduct

Execute Deduce Decide

Explain Derive Design

Identify Determine Develop

Implement Differentiate Devise

Recall Discriminate Discuss

Recognise Distinguish Explore


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Sketch Indentify errors/ problems Evaluate

Summarise Infer Experiment

Symbolise Extrapolate Test

Understand Interpret Express

Use Judge Generate

Organise Hypothesise

Sequence Propose

Structure

Reflect

Throughout this book, there are activities designed to help you with your studies in general, but also with your cognitive verbs in particular. The cognitive verb activities will introduce the meaning of the CV, show you what sorts of things make a complete response, and then let you practise those CVs in different settings.

Make sure you reflect on your answer and look back at the understanding levels to ensure you’ve answered as best you can. This process of reflecting and improving is a great way to make sure you reach your potential.

S e c t i o n 3

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Determine the value of something using mathematical processes.

The action of calculating is important to master. You calculate in every maths lesson. You calculate discounts from items in stores and how long it will take you to get to school on the bus. You make calculated decisions and take calculated risks. You are subconsciously calculating every day without even realising it.

calculateStudent-friendly version:

real world applications:

c o g n i t i v e v e r b

Level 3 Description Level 2 Description Level 1 Description

Student’s work has demonstrated their knowledge and understanding of calculating. Each level has the following characteristics:

• Uses correct process• Provides correct solution • Clearly shows all working

• Uses correct process• Provides mostly correct

solution, with a minor error

• Shows most working

• Shows some evidence of correct process

• Attempts a solution• Shows limited working

Marking scheme:

Brain Teaser

Jamie and Heather were travelling up the Murray Darling River, which connected their home town, Swan Hill, to where their grandparents lived as Mildura. To prevent themselves from becoming bored while sitting on the boat, they enjoyed telling riddles to each other. Heather told Jamie this one:

How can you add eight eights to get the number 1 000 using only addition?

Jamie couldn’t find an answer: Can you solve the riddle for Jamie?

HINT: Use more

than one place value in your

equation.


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c a l c u l a t e

Calculate the total area of glass for the feature window below. Show all working and round to one decimal place.

Question One:

Show your working:

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c a l c u l a t e

Below is a rough sketch of a castle wall. You are given the volume of each three- dimensional shape. Using your knowledge of two and three-dimensional shapes, calculate the missing measurements (‘x’,‘y’ and ‘z’) to the nearest whole number. The two cylinders and three cubes on top of the rectangular prism are identical. Use π = 3.142.

Question Two:

Show your working:

Area formulas: Trapezoid: ½ × ((b1+b2) × h) Triangle: ½ × b × h Rectangle: l × h Parallelogram: b × h Square: s2 Circle: πr2

Volume formulas: Cylinder: π × r² × h Cube: s3 Rectangular prism: l × w × h

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a) John is facing north. Use a protractor to find how many degrees left he has to turn to face each of the following objects.

1. The BBQ area:

2. The most southern tree:

3. The band stand:

4. The church:

5. The playground:

Using these measurements, calculate how many degrees right he would have to turn to face each of the objects (do not use your protractor). Show all working

When calculating the angles, use the gridline intersection the objects are sitting on as your reference point.

b) Calculate the real distance between John and the following objects:

1. The BBQ area:

2. The most southern tree:

3. The band stand:

4. The church:

5. The playground:

Question Three:

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Make easier to understand.

The action of clarifying is important to your understanding of a range of topics. When you ask your teacher to explain something, you are asking for clarification. If your peer asks for clarification, you should be able to simply explain the topic or situation to them.

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Student’s work has demonstrated their knowledge and understanding of clarifying. Each level has the following characteristics:

• Provides logical and detailed explanation of key facts

• Establishes clear meaning

• Provides accurate key facts• Makes meaning easier to

understand

• Provides limited key facts • Meaning is unclear

Marking scheme:

Brain Teaser

Below you’ll find in the rows of the word pyramids. Each row in the pyramid (except the first) is created by using the letters found in the above row plus on extra letter.

See if you can fill in the rows of the word pyramid, making use of the hints provided next to each word pyramid!

1. Another way of saying therefore.2. To scatter seeds is to________.3. Tables have columns and

___________.4. These are found in books.5. A type of weapon.

1. The past tense of eat.2. To rip or break apart something.3. A specific kind of ratio.4. The past tense of star.5. Some people like their coffee

beans_____.6. A sports car.

1. A common conjunction.2. A large body of water.3. A discount promotion.4. To take large steps.5. To nap is to fall ____________.


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Lewis Carroll is famous for his bizarre novels, Alice in Wonderland and Alice Through the Looking Glass. Below is some information about his fictional world that will be useful for informing your responses.

Question One:

Themes in WonderlandThe Cheshire Cat: In the novel, the Cheshire Cat is used as a bridge between the world of Alice and the world of Wonderland. Throughout the novel, the Cheshire Cat has a deep knowledge and understanding of how Wonderland works and he explains this to Alice. The primary goal of the Cheshire Cat is to act as a symbol of “unemotional” logic – this is to say, he is unbiased, unprejudiced, and can see clearly through the strange ways that Wonderland works.

Alice’s personality: Alice comes from a world that abides strictly by the rules. The real world demands that people act in a specific way to be considered “socially acceptable”. This is the world that Lewis Carroll lives in and the one he tries to escape through his writing. Alice is a bright, young girl who relies on logic and reason to get through life. To her, Wonderland is strange, odd and backwards because there are no rules and no logic.

Lack of Rules in Wonderland: When Alice enters Wonderland, she finds that nothing makes sense. There are no manners, rules or logic for her to follow, which she finds frustrating and annoying. However, in Wonderland, this lack of order is considered normal. As Alice is the one trying to induce logic and order into Wonderland, it is she who is seen as odd and out of place.

Glossary of Difficult Words:

Disembodied: A disembodied head is one that is no longer attached to its body. Thematically, this relates to “keeping a cool head” or maintaining logic and clarity of thought.

Fantastical, nonsensical: These words are used to describe Wonderland. They are another way of saying it is strange, extraordinary, nonsense or odd.

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a) Considering the text above, clarify what this picture of the Cheshire Cat is depicting.

b) The Cheshire Cat tells Alice that everyone in Wonderland is “mad”, and that she is too. Given that Wonderland is ruled by nonsense, but Alice seems quite logical, clarify the meaning of his statement.

c l a r i f y

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When discussing the future of the environment and sustainability, it is useful to understand the carbon cycle, and the role that human activities play in this process. Below is some information about the carbon cycle.

• All living things are made from carbon • Plants absorb carbon dioxide from the atmosphere to grow• The burning of fuel releases the carbon back into the atmosphere • When plants die the carbon is absorbed into the ground and eventually becomes fossil

fuels. This also happens when animals die. • Animals exhale carbon back into the atmosphere • The rapid release of carbon also occurs during natural events such as volcanos

Clarify the meaning of this information by representing it in a diagram.

Question Two:

Show your working:

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Understand the implicit and explicit meaning of something.

The action of comprehending is important. We comprehend every time we read or hear something, in order to understand, process and respond to the world around us. We comprehend when we read a news article or when someone is telling us a story about their weekend.

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Student’s work has demonstrated their knowledge and understanding of comprehending. Each level has the following characteristics:

• Displays a thorough understanding of the topic

• Provides a detailed overview of explicit and implicit meaning

• Displays a detailed understanding of the topic

• Provides an overview of explicit meaning

• Displays a limited understanding of the topic

• Attempts to provide an overview of meaning

Marking scheme:

Brain Teaser

Traffic jams, such as the one depicted to the right are a common occurrence.

Your goal is to move your car, the green car, across the intersection from left to right. The cars can only move forward and back in the lane they are already in – not side to side – and they cannot change lanes.

Traffic jam here


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Below is a column graph representing the number of medals won by the top seven countries in the 2008 Beijing Olympics. Use the information provided to answer the comprehension questions below. Remember to use complete sentences.

a) How many gold medals did Australia win?

b) Which country won the most gold medals?

c) How many medals in total, were won by the country that won the most gold medals?

d) Which country won the most medals in total and how many did they win?

Question One:

Medals Won in 2008 OlympicsSAMPLE


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The following text is an excerpt from Johanna Spyri’s novel, ‘Heidi’.

After reading the excerpt, write a short paragraph to demonstrate that you comprehend what Heidi is feeling.

Question Two:

When Heidi opened her eyes on her first morning in Frankfurt she could not think where she was. Then she rubbed them and looked about her. She was sitting up in a high white bed, on one side of a large, wide room, into which the light was falling through very, very long white curtains; near the window stood two chairs covered with large flowers, and then came a sofa with the same flowers, in front of which was a round table; in the corner was a washstand, with things upon it that Heidi had never seen in her life before. But now all at once she remembered that she was in Frankfurt; everything that had happened the day before came back to her, and finally she recalled clearly the instructions that had been given her by the lady-housekeeper, as far as she had heard them. Heidi jumped out of bed and dressed herself; then she ran first to one window and then another; she wanted to see the sky and country outside; she felt like a bird in a cage behind those great curtains. But they were too heavy for her to put aside, so she crept underneath them to get to the window. But these again were so high that she could only just get her head above the sill to peer out. Even then she could not see what she longed for.

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Use the period table to answer the comprehension questions below.

1. How many alkali metals are there in the table? What is the percentage of alkali metals in the table? (to two decimal places)

2. Which elements are in the following positions?

a) Group 3 period 5

b) Group 1 period 1

c) Group 18 period 7

3. What is the position of the following elements?

i) Gold (Au)

ii) Lithium (Li)

iii) Lead (Pb)

4. What is the only element that has undiscovered isotopes? (use the abbreviation)

Question Three:

a)b)c)

i)ii)iii)

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Share or exchange information or ideas.

The action of communicating is an essential part of everyday life. Communicating allows people to convey their ideas to an audience. Writers communicate their ideas through text, and debaters communicate their ideas through speech.

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Student’s work has demonstrated their knowledge and understanding of communicating. Each level has the following characteristics:

• Demonstrates thorough understanding of topic

• Selects appropriate communication method

• Chosen method portrays the information clearly and concisely

• Communicates all relevant information

• Demonstrates some understanding of topic

• Selects a communication method

• Chosen method portrays the information adequately

• Communicates some relevant information

• Demonstrates limited understanding of topic

• Attempts to select a communication method

• Attempts to communicate clearly

• Communicates limited relevant information

Marking scheme:

Brain Teaser

What is a grammatical property that all the following words shar: walk, mine, quarry, land, hazard, dam, drain, coast, ruin?


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Below is a paragraph of information about a reducing paper consumption.

Communicate this message about paper consumption by creating an infographic that clearly represents all of the relevant information.

Question One:

The rapid rate of paper consumption across the world is alarming and unsustainable. Every year in Australia, a forest area the size of the ACT falls victim to deforestation and it has been estimated that Australians use up to 4 250 000 tonnes of paper in a given year, with a considerable amount of this (up to 50%) ending up in landfill. These figures are consistent across the developed world, with countries such as South America using an average of 229kg of paper per person each year. This has horrific effects on the environment, particularly because 24 trees are needed to produce a tonne of paper and yet only 25% of the tree is actually used for the paper making process. This is why environmentally conscious choices to purchase recycled paper can significantly reduce strain on the environment as the creation of recycled paper takes 50% less energy than its brand-new counterpart.

Show your working:

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Below is a map of Stavanger, Norway. Use the map and key to inform your responses.

1. Look at the map and identify three activities that tourists could participate in around the harbor in the North- Eastern corner of the map. Communicate this information in a format which you might find these activities advertised.

2. While near the harbor, on the corner of Briegata and Bakkegata, Stephanie ate some shellfish and started to have an allergic reaction requiring medical attention. She sees you and asks for directions to the nearest place she can get medicine. Communicate a set of detailed directions that Stephanie can follow to get medical help.

Question Two:

Create a poster:

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Give meaning to a word, phrase or concept.

The action of defining is very important. Accurately defining things ensures others can easily understand your writing. In science class, you define key terms to learn new terminology and concepts. Outside of the classroom, accurately defining things makes communication with friends, family and peers much easier.

DefineStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of defining. Each level has the following characteristics:

• Provides a clear and insightful meaning of a word, phrase or concept

• Provides a comprehensive list of characteristics of the word, phrase or concept

• Provides an established meaning of a word, phrase or concept

• Provides an appropriate list of characteristics of the word, phrase or concept

• Provides a basic meaning of a word, phrase or concept

• Provides a limited list of characteristics of the word, phrase or concept

Marking scheme:

William and Lily were having a debate about politics.

“Her health care proposal is exceptional and her tax reforms are a step in the right direction for bringing the budget back to surplus,” responded William passionately.

“Of course, you would say that, you just don’t understand anything,” Lilly rudely retorted.

“It would be nice if you could actually make an educated argument instead of resorting to ad hominem attacks,” William replied in frustration.

Define ad hominem based on its use in this scenario.

Question One:

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D e f i n e

Question One:

Below is a completed crossword that contains a selection of adjectives, but the clues have gone missing.

You want to give a fresh copy to your friend to see if they can solve it but in order to do so, you will have to recreate the clues. Define each word to create a new set of clues for your friend to use.

Across:

1.

6.

7.

8.

9.

10.

Down:

2.

3.

4.

5.

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Show by example; through establishing an argument or explaining a process.

The action of demonstrating is important to master. Your teachers often demonstrate an action or activity to you in class. You are demonstrating whenever you physically show someone how to do something unfamiliar to them.

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Student’s work has demonstrated their knowledge and understanding of demonstrating. Each level has the following characteristics:

• Clear outline of argument or explanation

• Provides insightful examples to support argument or explanation

• Demonstration possesses logical structure

• Some outline of argument or explanation

• Provides some relevant examples to support argument or explanation

• Demonstration possesses some structure

• Limited outline of argument or explanation

• Provides limited relevant examples to support argument or explanation

• Demonstration possesses limited structure

Marking scheme:

Question One:

The following diagram shows a square drawn inside another square so that each of its vertices are touching the sides of the larger square. This diagram can be used to derive Pythagoras’s theorem.

Given that the area of the triangles is equal to , the area of the small square is equal to c2 and the area of the large square is equal to (a + b)2, demonstrate that c2 = a2 + b2.

ab2

Show your working.

S e c t i o n 4

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New Question here

Question Two:

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Give an account of characteristics or features.

The action of describing is something that we do every day. We describe our observations from a science experiment. We also describe the characters from a book in English.

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Student’s work has demonstrated their knowledge and understanding of describing. Each level has the following characteristics:

• Provides a detailed definition which uniquely identifies the subject

• Key characteristics and features are identified

• Provides a definition with some detail

• Most characteristics and features are identified

• •Provides a basic definition• Some characteristics and

features are identified

Marking scheme:

Brain Teaser

S e c t i o n 4

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d e s c r i b e

Paintings convey mood through a variety of visual features such as texture, colour, lighting and subject matter. Below is a painting by an Australian artist, Fredrick McCubbin. Study the work and describe its mood with reference to the visual features.

Question One:

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Below are images which show the history of car development. Study the information and describe how the car has evolved over time.

Question Two:

1900's

1920's

1940's

1960's

1980's

21st Century

1908's Ford Model T:

20 horsepower engine. 1930's

1960's Increased safety features.

21st Century Fuel economy becoming an

increasing priority.

1940's The beginning of automatic transmission as opposed to

manual gear change.

1990's About 132 horsepower was

common.

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Support a claim with evidence.

The act of documenting is an important skill. In science class, we document results before coming to a conclusion about an experiment. In real life, we might document arguments to build up a case for why we believe something to be true.

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Student’s work has demonstrated their knowledge and understanding of documenting. Each level has the following characteristics:

• Identifies most relevant information

• Thoroughly supports the claim

• Identifies some relevant information

• Reasonably supports the claim

• Identifies limited relevant information

• Attempts to support the claim

Marking scheme:

Brain Teaser

A basket filled with six apples sits on a ledge. Beside the basket is a single apple, also sitting on the ledge. The apples in the basket weigh 400 g each and the single apple only weights 300 g. You accidentally know both off due to gravity they fall to the ground. Before you get in trouble, you must figure out which apples belong in the basket and which is the odd one out. You have a balance scale but only have enough time to make two measurements.

How can you be certain which apple is the odd one out from only these two measurements?


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The dingo is widely recognised as a native Australian animal. However, evidence suggests the dingo was actually introduced to Australia by Asian seafarers about 4,000 years ago.

Read the following sources:

1. Scientists have traced dingo origins back to a south Asian variety of Grey Wolf.2. Historian Jane Russell has stated, “The earliest undisputed archaeological finding of

the dingo in Australia has been dated to 3,500 years ago”.3. Native Australian animal expert Clint Wilson claims that an animal’s nativity can be

partly determined by its impact on the environment and other native creatures. He states, “The negative impact dingoes have had on native Australian animals indicates that they are not compatible with the Australian ecosystem.”

Using the sources above, document the claim that dingoes are an introduced species. Your response should be one paragraph long.

In 1911, very little was known about the structure of atoms. A popular theory, called the plum pudding model, envisioned atoms as spheres of positive charge with electrons throughout. These spheres would be uniformly dense throughout.

Ernest Rutherford conducted an experiment to test this model. He fired particles at a thin gold foil only a few atoms thick, and measured the angle of the particles as they emerged. He expected that if the plum pudding model was accurate, all of the particles would pass through the plum pudding and be deflected at small, similar angles, since the atoms were uniformly dense.

Question One:

Question Two:

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Instead, he found that most of the particles shot straight through, almost undisturbed, while a small proportion of the particles bounced back, as shown below:

Using Rutherford’s findings, document the evidence that suggests that the plum pudding model was inaccurate, and atoms are in fact made up of a small dense nucleus surrounded by an electron cloud.

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Investigate or inquire into a source.

The skill of examining is essential to both your schoolwork and everyday life. You are examining when you read and understand a text in English class, or when you observe a graph to identify its key features. In Art class you examine paintings to find meaning.

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Student’s work has demonstrated their knowledge and understanding of examining. Each level has the following characteristics:

• Displays detailed understanding of source

• Displays thorough investigation or inquiry into source

• Displays reasonable understanding of source

• Displays some investigation or inquiry into source

• Displays limited understanding of source

• Displays limited investigation or inquiry into source

Marking scheme:

The importance of justification!

For many visual literacy questions, it is important not to fixate on finding the ‘correct’ interpretation. Different people will focus on different aspects of the visual text, and take their own

meanings from it.

For this reason, it is vital that you justify all statements you make. You might find a given painting inspiring, when another person finds it tense

and dramatic. This is where you must explain your reasoning, referring to the exact elements of the piece you are analysing; make it clear how you

have reached the conclusion you have.

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The following painting, Sick Child, is by Norwegian painter Edvard Munch. It represents a shift away from his typically realist and “true-to-life” works of the past.

Upon its first release, the painting was very poorly received, with one critic describing it as “a discarded, half-rubbed-out sketch”.

Examine why the painting may have received this reception by considering the visual elements that are outlined in the table below.

Write your examination of each element in the table below.

Question One:

Visual Element Examination of Element

Line

Texture

Depth

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Perform a given plan or procedure.

The action of executing is important because it enables us to perform tasks. We execute when we perform a specific dance move. We also execute when we follow a formula to solve a problem.

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Student’s work has demonstrated their knowledge and understanding of executing. Each level has the following characteristics:

• Effectively and accurately applies the given plan or procedure

• Produces an accurate result

• Applies the given plan or procedure

• Produces a result

• Attempts to apply a plan or procedure

• Produces a result

Marking scheme:

Brain Teaser

Four people – let’s call them A, B, C and D – need to walk over a rocky mountain and along a shaky bridge to reach Greece as quickly as they can. The only problem id that it’s pitch black and they can’t see a thing. The only way they can cross is with a torch, but they only have one between the four of them. Additionally, the shaky bridge can only support the weight of two people at once. A, B, C and D all have walking speeds of two minutes, three minutes, four minutes and six minutes respectively. Using the information, how should these people cross the bridge to ensure it is done as quickly as possible?

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Quadratic equations are often seen in the form:

ax2 + bx + c = 0

Quadratic equations are frequently used to mathematically model a wide range of scenarios, so it can be useful to solve for the zeros (x-intercepts) of a quadratic equation. Solving for these zeros is not always possible using regular algebraic techniques, so the quadratic formula can be used to find values of x where the function intercepts the x-axis:

Execute the following procedure to find the zeros of the function x2 + 5x + 6 = 0.

An important geographical skill is the ability to transfer data from graphs or tables onto choropleth maps. A choropleth map uses colours and a key to visually depict patterns and trends of specific geographical areas. This visual representation can be used to enhance understanding of the original data.

The table below shows the average annual rainfall of South American counties.

Question One:

Question Two:

Method:

1. Evaluate a,b and c.a = 1 b = 5 c = 6

2. Substitute the values of a,b and c into the equation and simplify.

3. Split into two solutions (one with a plus sign and one with a minus) and simplify to find two x intercepts.

4. Substitute your solutions into the original equation to validate your results x = – 2.

–b ± b2 – 4ac2a

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In order to transfer this information onto a choropleth map, you should follow the process below:

1. Identify the range of the data to decide on the appropriate number of categories and the figures that each category will encompass.

2. Choose colours that reflect the data you are representing. Eg. For temperature, warmer climates would be coloured red, and colder climates coloured blue.

3. Create a key, which specifies the range of each colour. 4. Locate the places on the map and make connections to the data. 5. Shade your map. 6. Give your map a title.

Venezuela 2044 mmColombia 3240 mmEcuador 2274 mmPeru 1738 mmBrazil 1761 mmArgentina 591 mmChile 1522 mmBolivia 1146 mmParaguay 1130 mmUruguay 1300 mmGuyana 2051 mmSuriname 2331 mmFrench Guiana 2156 mm

South America

Average Annual Rainfall in South America

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Convey meaning of a concept, idea or situation to allow for better understanding.

The action of explaining is important because we need to be able to communicate our understandings in order to convey our perspectives and interact with people in everyday life. We explain when we are giving someone directions to get to our house, and at school to show how we came to an answer or conclusion.

ExplainStudent-friendly version:



Level 4 Description Level 3 Description Level 2 Description Level 1 Description

Student’s work has demonstrated their knowledge and understanding of explain. Each level has the following characteristics:

• Demonstrates comprehensive understanding of the concept

• Breaks down key features of concept to provide an insightful and detailed description

• Demonstrates thorough understanding of the concept

• Breaks down key features of concept to provide a detailed description

• Demonstrates an acceptable understanding of the concept

• Breaks down key features of concept to provide an appropriate description

• Demonstrates a limited understanding of the concept

• Breaks down key features of concept to provide a basic description

Marking scheme:


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Read the following quote:

When giving an explanation, it is important to consider the background and knowledges of the people you are talking to. It is a good idea to draw on the experiences of the other person so that the topic is made relevant for them, and to use language that they will understand. For example, if you were explaining something to a child, you would use simple language.

With this in mind, come up with two separate texts to explain the meaning of the above quote to following people:

e x p l a i n

Question One:

“Home is not where you live, but where they understand you.” – Christian Morgenstern

TIMMY,A ten-year-old boy who lives at home with his mum, dad and big sister. He enjoys building model airplanes with his dad.

a)

Laura Davis,A 57-year-old professor who spent two years studying an African tribe with a unique language. Although she now lives in Australia with her family, she still sometimes speaks the tribe’s language without realising.

b)

a)

b) SAMPLE


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New question in progress

e x p l a i n

Question Two:

SAMPLE


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Recognise and name an item, process or situation.

The action of identifying is important because it allows us to retrieve and label facts, events and information. We identify when we look for language features in a poem. We also identify when we notice different types of trees on a bush walk.

identifyStudent-friendly version:



Level 2 Description Level 1 Description

Student’s work has demonstrated their knowledge and understanding of identifying. Each level has the following characteristics:

• Accurately locates most of the relevant information within a source

• Clearly recognises and names an item, process or situation

• Attempts to locate information within a source

• Attempts to recognise an item, process or situation

Marking scheme:

Brain Teaser

S e c t i o n 4

SAMPLE


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Often, the vocabulary that we use has to change according to the situation we are in.

Identify and write a synonym for the underlined word in each sentence below. Your synonym should be based on the instruction given for each sentence.

Using the Periodic Table below, answer the given questions. See page ___________

i d e n t i f y

Question One:

Question Two:

a) Families of two motorists were relieved yesterday when both escaped a shocker accident with minor injuries.

b) In this award-winning thriller, Bruce Willis and Liam Neeson go head-to-head in a(n) eventful rivalry that’s not to be missed!

c) Add the self-raising flour, milk, butter (melted) and ½ cup of sugar to the bowl and conglomerate until smooth.

(More formal)

(More exciting)

(simpler)

Questions Answers

Question 1: Identify the number of ‘alkali metals’ in the table.

50 847

Question 2: Identify the percentage of alkali metals in the table (to two decimal places).

52 681

Question 3: Identify the only element that has undiscovered isotopes (use the abbreviation).

55 192

Question 4: Identify the number of elements with artificially made isotopes. t

Question 5: Identify and circle the elements on the table that are gasses at standard temperature and pressure.

SAMPLE


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Put into effect through a definite plan or procedure.

The action of implementing is important because it allows us to carry out procedures to achieve a purpose. We implement when we follow a method in science. We also implement when we follow a recipe to make a cake.

ImplementStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of implementing. Each level has the following characteristics:

• Considers most methods of performance

• Selects a very effective method of performance

• Accurate performance of plan or procedure

• Considers some methods of performance

• Selects a somewhat effective method of performance

• Reasonable performance of plan or procedure

• Considers limited methods of performance

• Attempts to select an effective method of performance

• Attempts to perform plan or procedure

Marking scheme:

Brain Teaser

I have a number. If I square this number, multiply by 2, divide by 8 and subtract 7, I am left with 9. What is my original number?

Answer: 8

S e c t i o n 4

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i m p l e m e n t

Question One:

Implement a simple experiment to test the reaction rate of three different metals in 0.1M hydrochloric acid.

1. List the materials you will need for your experiment 2. Outline the method you will follow3. List the dependent, independent and controlled variables in your experiment

Materials:

Method:

List: SAMPLE


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Remember a fact, event or situation.

The action of recalling is an important, everyday skill. We recall formulas and timetables in maths. We also recall the spelling of tricky words when writing an English paper. In the real world, we recall phone numbers, addresses and where we put possessions.

recallStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of recall. Each level has the following characteristics:

• Remembers facts, events or situations correctly

• Attempts to remember facts, events or situations

Marking scheme:

Question One:

Recall the definitions of the following literary devices:

1. Simile2. Metaphor

3. Assonance4. Personification

5. Hyperbole6. Irony

S e c t i o n 4

SAMPLE


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Identify, recall or acknowledge as known or existing.

The action of recognising is something we do everyday, especially in school. Whenever we are given a maths problem, we need to recognise which formula or method to use to solve the problem. In English, we need to recognise which literary techniques are used in a text to create the underlying meaning. In everyday life, you recognise people’s names and faces.

RecogniseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of recognising. Each level has the following characteristics:

• Response accurately identifies, recalls or acknowledges existing content

• Response attempts to identify, recall or acknowledge existing content

Marking scheme:

Brain Teaser


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r e c o g n i s e

Question One:

Read the following book review.

The author of this book review uses a range of persuasive techniques to convince the reader of his position. Figurative language such as metaphors, alliteration, rhetorical questions and clichés often serve a strong persuasive function. There are also many other persuasive devices which you would have used in your own writing.

With this in mind, recognise four persuasive techniques used in the book review above, and display this information in the table below. State the name of the persuasive technique in the left column and provide the quote from the text as evidence in the right column.

MIND GAMES - ROBINSON’S LATEST MASTERPIECE

Ted Robinson’s latest novel Mind Games is a captivating tale set in Sydney’s secret seedy backstreets. The story follows 19-year-old Matt, a pizza delivery driver with a dream to do “somethin’ real” and his best mate Jacko, who is as hopeless as he is loveable. When the pair is suddenly thrust into a world where criminals are king and normal rules don’t apply, they quickly learn who to trust and who to steer clear of. Faced with dodgy dealers, grumbling bikers and life or death decisions, Matt and Jacko are forced to grow up – fast.

Looking for a book packed with great Aussie humour and authentic characters? A book that perfectly encapsulates the mind of a 19-year-old boy trying to figure out the world? A book that will hold you captive until you’ve turned the final page? Mind Games is the book for you.

Persuasive Technique Evidence from the text

1950 50 847

1951 52 681

55 192

t

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r e c o g n i s e

Paintings can be studied by analysing a variety of visual techniques. A helpful way to remember these is to think of the mnemonic: “ All The Cloudy Days Last Longer In Summer Months”

You might also consider style and symmetry when appropriate.

Recognise three visual techniques that are particularly effective in the painting below. Provide a brief explanation of their effect. Display this information in the table provided.

Question Two:

Visual Technique Brief Explanation

1950 50 847

1951 52 681

55 192

ArrangementTextureColourDepthLineLightInterpretationShape and sizeMood

SAMPLE


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Depict information by creating a simple visual representation.

The action of sketching is important because it is an interesting, simple and creative way to depict ideas, events and situations in a visual manner. We sketch when we are making plans for the drawing of a house or when we visually depict the ideas in a written text in English class.

SketchStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of sketching. Each level has the following characteristics:

• Provides all key features• Provides a logical visual

representation• Includes clear labels

• Provides some key features

• Provides a visual representation

• Includes basic labels

• Provides limited key features

• Attempts to provide a visual representation

• Attempts to label

Marking scheme:

You have been given the following description of a woman to see if you know her. Sketch what she looks like.

She has straight black hair which almost reaches her shoulders. She always wears a white jacket with black buttons over a grey skirt (about knee-length), and changes the colour of her shoes (today they were red). Her height and weight are both average. Oh – and she always wears a red necklace.

Question Two:

S e c t i o n 4

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s k e t c h

A “fresh food” company has been designing information on how their food is made. To be understood by people of many languages, the company has opted to avoid words. So far, they have created a flowchart for making a fruit salad.

Making Fruit Salad

The company has the following recipe for smoothies:

1. Start with fresh fruit.2. Put fruit into a blender with yoghurt, milk and ice.3. Blend the mixture for approximately 1 minute.4. Pour into cup and serve.5. Enjoy!

Sketch a flowchart the company could use to illustrate their smoothie-making process, copying the format of the one used for fruit salad.

Question Two:

Show your working:

SAMPLE


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EL 1

Answer a question using a suitable problem-solving method, such as algebra, graphing or brainstorming.

The action of solving is relevant to our everyday lives. We use solving to find answers to maths and science questions in class. However, we also use it outside the classroom. We solve when we figure out how long we can watch TV for before going to school and how many goals we need to score to win a game. When we figure out a solution to a problem (be it a mathematical problem or a real-life problem) we are solving. Therefore it is very important to learn how to solve correctly.

solveStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of solving. Each level has the following characteristics:

• Accurately responds to the problem

• Uses a clear and logical method to answer the problem

• Shows all working

• Provides a mostly accurate response to the problem

• Uses an appropriate method to answer the problem


• Provides a basic response to the problem

• Attempts to use a method to answer the problem

• Shows limited working

Marking scheme:

Jackie is building an arch-shaped window frame which is made up of a rectangle and a semi-circle. She has made sure that the rectangular component has a length double that of the width. If the rectangle has a length of 120 cm, solve for the area of the window.

Question One:

Show your working:

S e c t i o n 4

SAMPLE


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s o l v e

As a nurse, Anne’s shifts differ from week to week, and her wage varies accordingly. For any day shifts Anne works, she is paid at her “base rate”. She receives 1.5 times her base rate for night shifts, and double her base rate when she works weekends. This can be represented using the following formula:

Wage = 22(d + 1.5n + 2w)

where d = number of day shift hours, n = number of night shift hours, and w = number of weekend shift hours worked. Note: 1 shift = 8 hours

Solve the following problems about Anne’s wage:

a) In the formula above, what does the number 22 represent?

b) If Anne works 80 hours in one fortnight, with 32 day shift hours, 32 night shift hours, and 16 weekend shift hours, what will her wage be for that fortnight?

c) Anne’s wage for a particular fortnight is $2112. Given that she worked 5 day shifts and 2 weekend shifts, how many night shifts did she work?

Question Two:

SAMPLE


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Present the essential ideas in a concise, logical sequence.

The action of summarising is very important in your schoolwork and everyday life. In English class, you need to be able to extract and separate important information from a text to identify the key points or meaning of something. When you summarise results from an experiment in science class, you need to present the most important information in a way that makes it easy to interpret.

SummariseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of summarising. Each level has the following characteristics:

• Provides all key points succinctly

• Presents points in clear and logical sequence

• Writes points in own words

• Provides most key points • Presents points in

reasonable sequence• Writes points in mostly

own words

• Provides limited key points • Presents points with

limited sequence • Writes points mostly

verbatim from sources

Marking scheme:

John is a 100 m sprinter. John’s coach uses information collected during a race to analyse John’s performance. The analysis from the race is summarised below.

During the race, John accelerated uniformly over the first 5 seconds. After 5 seconds John was running at a speed of 12 m/s. This speed was maintained for the next 5 seconds. For the last 4 seconds, John decelerated uniformly until he crossed the 100 m line at a speed of 7.25 m/s.

Use the table below to summarise this information and present it in a graph.

Question One:

Time (seconds) Speed (m/s)1950 50 847

S e c t i o n 4

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s u m m a r i s e

Drawing a Graph

1. Work out each axis – Work out which set of values depend on the other. In this case: is the time changing because of John’s speed, or does his speed depend on what time of the race you measured it at? The dependent variable goes on the y-axis (vertical). Make sure to label each axis, and put the units.

2. Scale – Look at the range of values you need to plot, and divide the axes up so that those values will fit across the markings on each axis.

3. Values – Put a dot or small cross at each important value. Do these values represent a relationship where there will be in-between values? If so, join the values to show the pattern for those intermediate values.

4. Title - Give your graph a suitable title so people can easily see what the graph is about. SA

MPLE


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s u m m a r i s e

Below is an excerpt from Jules Verne’s novel ‘Twenty Thousand Leagues Under the Seas’. Read the text and summarise the events into three dot points.

Question Two:

On the 20th of July, 1866, the steamer Governor Higginson, of the Calcutta and Burnach Steam Navigation Company, had met this moving mass five miles off the east coast of Australia. Captain Baker thought at first that he was in the presence of an unknown sandbank; he even prepared to determine its exact position when two columns of water, projected by the mysterious object, shot with hissing noise a hundred and fifty feet up into the air. Now, unless the sandbank had been submitted to the intermittent eruption of a geyser, the Governor Higginson had to do neither more nor less than with an aquatic mammal, unknown till then, which threw up from its blow-holes columns of water mixed with air and vapour.

Similar facts were observed on the 23rd of July in the same year, in the Pacific Ocean, by the Columbus, of the West India and Pacific Steam Navigation Company. But this extraordinary creature could transport itself from one place to another with surprising velocity; as, in an interval of three days, the Governor Higginson and the Columbus had observed it at two different points of the chart, separated by a distance of more than seven hundred nautical leagues.

Fifteen days later, two thousand miles farther off, the Helvetia, of the Compagnie-Nationale, and the Shannon, of the Royal Mail Steamship Company, sailing to windward in that portion of the Atlantic lying between the United States and Europe, respectively signaled the monster to each other in 42@ 15' N. lat. and 60@ 35' W. long. In these simultaneous observations they thought themselves justified in estimating the minimum length of the mammal at more than three hundred and fifty feet, as the Shannon and Helvetia were of smaller dimensions than it, though they measured three hundred feet over all.

SAMPLE


LEV

EL 1

Create or use something to represent information, ideas or situations.

The action of symbolising is important because it is a way of depicting information through a different medium in order to express and add meaning. This allows us to draw connections between different representations. We symbolise in maths when representing numbers with letters, and in English to deepen our writing and add layers of meaning.

symboliseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of symbolising. Each level has the following characteristics:

• Demonstrates detailed knowledge and understanding of a topic

• Clearly and accurately represents information, an idea or a situation with a symbol

• Demonstrates some knowledge and understanding of a topic

• Represents information, an idea or a situation with an appropriate symbol

• Demonstrates limited knowledge and understanding of the topic

• Attempts to represent information, an idea or a situation with a symbol

Marking scheme:

Question One:

A fresh food company, Fresh!, has asked you to design them a company logo.

They have the following requirements:

• Name of the company must be included somewhere

• Colour should be used – preferably green or blue

• Logo should be related to the concept of fresh food – water, fruit, vegetables or similar

• Should be simple, without too many details

Symbolise an idea for the company’s logo in the space below.


SAMPLE


LEV

EL 1

To be aware of the meaning or nature of something.

The action of understanding is crucial to make sense of things or situations. By understanding, we are able to respond to and process events. We need understanding when we are trying to empathise with a friend’s perspective or when we read an exam question.

understandStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of understanding. Each level has the following characteristics:

• Provides a clear and concise interpretation of meaning

• Provides a thorough explanation

• Provides an adequate interpretation of meaning

• Provides explanation with some detail

• Provides a basic interpretation of meaning

• Provides limited explanation

Marking scheme:

Brain Teaser

S e c t i o n 4

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s y m b o l i s eu n d e r s t a n d

Question One:

Harry Finn is a boy genius - his first novel, already considered a modern classic, is the bestselling book of all time. Harry has written a brief speech to record and post on the internet in response to the overwhelming amount of fan mail he has received. Read the speech and then answer the questions to show your understanding.

a) How does Harry feel towards his fans?

b) One viewer of this video said that it made him feel “unintelligent and alienated”. Why might he have felt this way?

c) Another viewer commented on the video, saying that Harry was “the most down-to-earth celebrity the world has to offer”. What might be her reason for saying this?

“Hello, friends! I sincerely welcome you to my website and to this video. I don’t make videos very often, as I’m terribly busy with school, but I thought that my fans deserved acknowledgement. You truly are the most wonderful fans an author could hope to have.

“When I first started writing at age seven, I never dreamed that I would achieve greatness in just five years. I certainly never hoped to be published by the time I was in Year Seven! Every one of you who bought and enjoyed my novel has enabled me to realise my goal of being an author, and I thank you enormously for that – I am forever in your debt.

Even more thanks are due to those of you who have sent me letters and emails. I can’t thank you enough for the incredibly overwhelming affection you have shown me. I never thought that I would be so accepted as the boy genius that I am. However, you have all proven to me that humans truly are wonderful creatures.

In conclusion, I would like to reiterate my key message: thank you. Thank you! I am eternally grateful for your support and love.”

SAMPLE


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s y m b o l i s eu n d e r s t a n d

Question Two:

Statistics are often considered to be generalisations because they take the sample size to find results that are supposedly indicative of an entire population.

A survey of four hundred people was carried out earlier this year. The study showed that 40% of Londoners eat at Harry’s café in Kensington, 25% have toast for

breakfast and 95% drink tea.

Answer the follow questions to demonstrate understanding.

a) Consider how many people live in London in comparison the number of people surveyed. How does this impact the effectiveness of such surveys?

b) Do the survey results fit with stereotypes about typical British people? If so, does it prove that the stereotypes are true?

c) What does this tell you about making assumptions based on limited knowledge? SAMPLE


LEV

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Put theory or knowledge into practice.

The action of using is needed for every task we do in both school and day-to-day life. We use our knowledge of controlling a mower to mow the lawn and we use our knowledge of road rules to drive a car safely. In school, we use order of operations to correctly calculate mathematical equations. Evidently, we "use" everywhere.

useStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of using. Each level has the following characteristics:

• Identifies all relevant theory or knowledge

• Displays a thorough understanding of key knowledge or theory

• Accurately puts theory or knowledge into practice to attain a correct result

• Identifies most of the relevant theory or knowledge

• Displays a partial understanding of key knowledge or theory

• Puts theory or knowledge into practice to achieve a result

• Attempts to identify relevant theory or knowledge

• Displays some understanding of key knowledge or theory

• Attempts to put theory and knowledge into practice

Marking scheme:

Question One:

Use your knowledge of spelling and punctuation to correct the errors in the advertisement below. Circle the mistakes and write the correct answers next to them.


SAMPLE


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u s e

Question Two:

High blood pressure is a common condition in many communities. Various medications are given to patients to keep their blood pressure at a manageable level. These medications may be taken individually or in combination with each other. Use the Venn diagram below to answer the following questions regarding blood pressure medication data collected from a sample of patients at a particular clinic.

a) How many patients has data been collected from?

b) How many patients are taking a combination including medications A and B?

c) What is the most common combination of medications prescribed in this subset?

d) How many patients in total are taking medication B?

SAMPLE


LEV

EL 2

Break down into key parts to understand how each part contributes to the whole.

The action of analysing is important to master. We analyse texts in English class, analyse the results of an experiment in science class and analyse sources in history class.

AnalyseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of analyse. Each level has the following characteristics:

• Most elements are clearly and concisely identified

• Almost all similarities and differences are identified

• Almost all meanings, patterns or relationships are identified

• Insightful elements and relationships are discussed

• Most elements are identified

• Most similarities and differences are identified

• Most meanings, patterns or relationships are identified

• Insightful elements and basic relationships are discussed

• Some elements are identified

• Some similarities and differences are identified

• Some meanings, patterns or relationships are identified

• Basic elements and relationships are discussed

• Limited elements are identified

• A similarity and difference are identified

• A meaning, pattern or relationship is identified

• Basic elements are discussed

Marking scheme:

Question One:

In medieval heraldry, it was common for a shield to represent a family or lineage. Examine the image below, and analyse what this shield visually suggests about its family’s virtues.


SAMPLE


LEV

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a n ay l s e

Question Two:

Read the following excerpt from the novel The Great Gatsby.

Analyse the representation of Daisy’s character, considering how she is described. Ensure to reference parts of the passage in your answer.

The only completely stationary object in the room was an enormous couch on which two young women were buoyed up as though upon an anchored balloon. They were both in white and their dresses were rippling and fluttering as if they had just been blown back in after a short flight around the house. I must have stood for a few moments listening to the whip and snap of the curtains and the groan of a picture on the wall. Then there was a boom as Tom Buchanan shut the rear windows and the caught wind died out about the room and the curtains and the rugs and the two young women ballooned slowly to the floor…

…Daisy made an attempt to rise—she leaned slightly forward with a conscientious expression—then she laughed, an absurd, charming little laugh, and I laughed too and came forward into the room.

"I'm p-paralyzed with happiness."

She laughed again, as if she said something very witty, and held my hand for a moment, looking up into my face, promising that there was no one in the world she so much wanted to see. That was a way she had.

SAMPLE


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EL 2

Use knowledge to solve a problem or answer a question.

You use the action of applying every day. Even if you don’t realise, almost every time you solve a problem, you are applying your knowledge. You apply your math skills when adding up prices in a grocery store or measuring out ingredients for cooking. Every time you read a book or watch a movie, you’re applying your comprehension skills.

ApplyStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of applying. Each level has the following characteristics:

• Makes correct use of process to come to a result

• Uses only relevant knowledge and information

• Provides correct answer

• Clearly shows all working

• Makes correct use of process to come to a result

• Uses mostly relevant knowledge and information

• Provides mostly correct answer, with minor error


• Makes some use of process to come to a result

• Uses some relevant knowledge and information

• May provide a correct answer

• Shows some working

• Makes limited use of process to come to a result

• Uses basic knowledge and information

• May provide a correct answer

• Shows limited working

Marking scheme:

Brain Teaser

I am as big as a skyscraper, but I have no weight. What am I?

Answer: The skyscrapper's shadow


SAMPLE


LEV

EL 2

Even though the Parthenon was built so long ago, amazingly its exterior dimensions equal a perfect golden ratio—this is evidence of the skills of ancient people! The relationship between the total height and width of the Parthenon is, therefore, 1:1.618. The width of the Parthenon’s front face is 30.9 metres.

The roof section of the Parthenon was destroyed in 1687 by an explosion caused by Venetian attackers. Before its destruction, the roof was a triangular prism with an isosceles base (the width was the same as the rest of the Parthenon). The angle between the base of the roof and the incline was exactly 35°.

The roof appears to be held up by pillars known as Doric Columns, each of which has a diameter of 1.9 metres and a height of 10.4 metres.

Apply the information provided, as well as your knowledge of trigonometry, area and volume, to find the following:

a) The volume of one Doric Column

b) The area of the triangle face of the roof

c) The total height of the Parthenon

You should accompany each of your calculations with a sketch.

Question One:

Show your working:

a p p ly

SAMPLE


LEV

EL 2

Assign items to a group according to qualities or characteristics.

The action of categorising is important as it allows us to conduct work efficiently. We categorise our utensils and crockery in the kitchen to make objects easier to locate. We also categorise in Geography when we group countries based on similar geographic qualities.

categoriseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of categorising. Each level has the following characteristics:

• Identifies all relevant qualities and characteristics of items

• Creates clear and appropriate categories

• Assigns all items into appropriate categories

• Identifies most qualities and characteristics of items

• Creates reasonable categories

• Assigns most items into appropriate categories

• Identifies limited qualities and characteristics of items

• Creates basic categories• Attempts to assign

items into appropriate categories

Marking scheme:

Categorise the following list of numbers based on their mathematical properties.

–8, –4, –3, 1, √2, 2, 3, π, 4, 5, 7, 8, 9, 16, 27

Question One:

Mathematical Property

Corresponding Numbers

Mathematical Property

Corresponding Numbers

Negative Irrational

Positive Prime

Odd Composite

Even Square

Rational Cubic


SAMPLE


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Categorise the information within the passage below so the content can be read quickly.

Question Two:

c a t e g o r i s e

Roses are some of the most popular and beautiful flowers in the world. What most people picture as roses, however, are often hybrid plants. The following passage describes the original species and its characteristics.

The habit, or growth form, of the Rosa gallica is that of a woody perennial. They can grow to be anywhere between 30 cm and 7 m in height. Generally, roses like to be planted in full sun and grow in climates that are between 25 and 30 degrees during the day in summer. These locations are generally at sea level. These plants usually bloom in spring until autumn. Most roses are either white or pink, although some species are yellow and red. Most rose flowers have five petals. Rose bushes have prickles up their stems, which are designed to help them hang onto other plants in order to grow over them. These are usually green or brown in colour. Roses also produce fruit, called rose hips. These can be red, dark purple or black.

Rosa sericea is a peculiar type of rose that is native to China, Bhutan, northern India, and Burma. It grows in mountainous areas at altitudes of 2000–4400 m above sea level, where the temperature in summer is only approximately 15–18 degrees. The most distinguishing feature of the Rosa sericea is its flowers, which only have four petals. Its red prickles and hips also make it a very popular ornamental flower. These plants usually grow to an average height of 2.5 m and have white flowers.

Show your working here:

SAMPLE


LEV

EL 2

Arrange or group items into categories according to shared qualities or characteristics.

The action of classifying is important to master. We classify texts into different genres and we classify living things into groups in science class. In the real world, we classify things to help us keep track of things and to help distinguish between different types of things.

classifyStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of classifying. Each level has the following characteristics:

• Identifies all relevant qualities and characteristics of items

• Groups all items into appropriate categories

• Identifies most relevant qualities and characteristics of items

• Groups most items into appropriate categories

• Identifies some qualities and characteristics of items

• Attempts to group items into appropriate categories

Marking scheme:

Brain Teaser


SAMPLE


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The Dewey system, developed by Melvil Dewey in 1876, is a widely used system of library classification that orders books according to their genre. The system has ten different divisions, each of which contains a particular genre of book. Each genre is further divided into ten subdivisions and assigned a three-digit number. The last five divisions are listed below. After the number, the first three letters of the authors surname are also included in the code.

Use the Dewey system to classify each of the books in the following list, and wrie the correct code next to it.

Question One:

C l a s s i f y

500-599 – Science and math 510: Math 520: Astronomy 530: Physics 540: Chemistry 550: Geology 560: Palaeontology 570: Life sciences (e.g. ecology, genetics and evolution) 580: Plants 590: Zoology

600-699 – Technology 610: Medicine 620: Engineering 630: Agriculture

700-799 – The arts and sports 720: Architecture 730: Sculpture 750: Paintings 780: Music

800-899 – Literature 810: American literature 820: English and Old English literature 830-890: Literature of other languages

900-999 – Geography and History 910: Geography and travel 930: History of the ancient world (e.g. China, Greece) 940: General history of Europe

• Picasso’s most influential paintings By Jonathan Huxley

• Violin for Beginners By Henry Kumar• That Used to be Me! Fossils and Other

Exciting Things By Ross Clark• The Great Gatsby By F. Scott Fitzgerald• The Humerus and Other Funny Bones

By Fyodor Dostoveski• Life of Alexander the Great By

Hephaestion Amyntor•

• Why Stuff Works – electricity edition By Salman Dushrie.

• You’ll Use Algebra in Real Life By Delu Dedece

• Building the Louvre By Picasco Uliso• Hamlet By William Shakespeare• History of the Entire World By D.M.

Lawrence • Barefoot Guide to Brazil By Janet

Beckett• Garden Plants By Neville Shortoms

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Question Two:

C l a s s i f y

The humid tropic regions are defined as having a wet season longer than 4.5 months, and the coldest month of the year having a mean temperature greater than 18°C. The humid tropics can be split into subtypes:

• Humid Tropical: 9.5 to 12 wet months• Sub-Humid Tropical: 7 to 9 wet months• Wet-dry Tropical: 4.5 to 6.5 wet months• Dry Tropical having: 4.5 wet months

A month with more than 100 mm of rainfall is considered a wet month, while a month with between 60 and 100 mm of rainfall is credited as half a wet month.

Monthly rainfall for four tropical locations is provided below:

Hughenden Monthly

Rainfall (mm)

Atherton Monthly

Rainfall (mm)

Babinda Monthly

Rainfall (mm)

Cairns Monthly

Rainfall (mm)

January 115 287 648 421

February 99 305 725 422

March 60 268 837 460

April 25 105 505 264

May 17 60 339 110

June 20 46 208 72

July 12 30 131 39

August 7 25 102 42

September 10 22 116 43

October 20 28 108 50

November 34 76 165 98

December 70 173 290 203

Show your working: SAMPLE


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Examine similarities and differences and understand their significance.

To compare is to identify the similarities and differences between two or more things and understand the significance of these similarities and differences. The skill of comparing has many applications in the real world; for example, you need to compare different investment plans and compare different types of cars before you purchase one.

compareStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of comparing. Each level has the following characteristics:

• Provides a comprehensive list of similarities and differences

• Includes insightful discussion of the significance of similarities and differences

• Provides a detailed list of similarities and differences

• Includes a thorough discussion of the significance of similarities and differences

• Provides some similarities and differences

• Includes some discussion of the significance of similarities and differences

• Provides a similarity or difference

• Includes limited discussion of the significance of similarities and differences

Marking scheme:

Brain Teaser

S e c t i o n 4

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A patient is administered a drug on two different days. The same drug is given in the same dosage on both days. However, the drug is administered intravenously the first time (i.e. via a needle) and orally the second time (i.e. in tablet form). Inspect the graph below showing the two scenarios and their effect on the concentration of drugs in the patient's bloodstream over time to answer the following questions.

Look at how concentration in the bloodstream varies depending on the method of administration, and compare these results.

Question One:

c o m p a r e

Concentration vs. Time Graph of Drugs

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World War II was a global conflict that spanned from 1939 to 1945. One of the ways governments communicated with their people during this time was through the use of propaganda, a form of communication designed to influence the attitude of a community towards a certain viewpoint. Below is a piece of British propaganda from World War II.

This poster was created in 1941 following the British retreat from mainland Europe, known as the Battle of Dunkirk, in which the British Army sustained over 60,000 casualties. Below are a British and German poster created following this incident.

Compare the posters by considering their historical context as well as visual and written features.

Question Two:

The caption of the poster reads: Men of the Netherlands, Up! For your honour

and conscience against Bolshevism. The Waffen SS Calls You

c o m p a r e

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Think deliberately or carefully about something, typically before making a judgment or decision.

The action of considering is important because it informs our judgments and decisions. We consider when we try to decide where to go for dinner. We also consider when we think about the intention of a novel or piece of writing.

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Student’s work has demonstrated their knowledge and understanding of considering. Each level has the following characteristics:

• Demonstrates comprehensive understanding of the topic

• Shows a thorough and balanced view of implications

• Demonstrates a satisfactory understanding of the topic

• Shows a moderately balanced view of implications

• Demonstrates limited understanding of the topic

• Attempts to show a balanced view of implications

Marking scheme:

Jemima spent the weekend hanging out with her friends at the beach and the shops instead of starting work on her big English assignment, because she thought she would have time to work on it through the week. Her friend Lucy stayed at home working on the assignment and sacrificed the weekend of fun. When Jemima woke up on Monday morning, she was very sick and couldn’t get out of bed, let alone work on her assignment, which was due on Wednesday. Jemima’s Mum wanted to tell Jemima a fable to teach her a lesson about her mistake without giving her a lecture. Read the fables below and consider which one is most relevant to Jemima’s situation.

Question One:

The Hare and the Hound

A hound scared and chased a hare, but gave up after some distance.

A goat-herd, seeing him stop, mocked him, saying: "The little one is the best runner of the two."

The hound replied; "You do not see the difference between us; I was only running for a dinner, but he for his life."


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The Boys and the Frogs

Some boys, playing near a pond, saw a number of Frogs in the water, and began to pelt them with stones.

They killed several of them, when one of the Frogs, lifting his head out of the water, cried out:

"Pray stop, my boys; what is sport to you is death to us."

The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?"

"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."

"Why bother about winter?" said the Grasshopper; "we have got plenty of food at present."

But the Ant went on its way and continued its toil.

When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer.

Then the Grasshopper knew: It is best to prepare for the days of necessity.

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The United States of America adopted their declaration of independence on the 4th of July in 1776, during the Revolutionary War that lasted from 1775-83. The war and declaration were part of their move to separate from the British Commonwealth, who had colonized America in 1607. The famous opening lines from the declaration, written by Thomas Jefferson, are given below.

“When in the course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”

After reading this information, consider how the meaning of Jefferson’s words in the declaration have come to be interpreted differently over time.

Question Two:

c o n s i d e r

Information About Jefferson

Before being elected as the third president of the United States in 1801, Jefferson held many important positions, such as the Governor of Virginia and the US minister to France. He believed in strong local governments with limited government interference in the national economy and the money and trade of the people. A great achievement of his presidency was the purchase of Louisiana territory from France, which effectively doubled the size of land controlled by the United States.

Coming from a wealthy background, Jefferson inherited slaves from his father and kept them for most of his life. He also considered African American people to be biologically inferior.

HINT: Think about notions of equality.

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Identify and explain the differences between texts, items or situations.

The action of contrasting is important to master. We contrast key details in texts and other items to identify different meanings in English class. We contrast results from different experiments in science class. In the real world, we pick out differences between things every day so that we can make better decisions.

contrastStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of contrasting. Each level has the following characteristics:

• Identifies all differences

• Provides an insightful explanation of differences between texts, items or situations

• Identifies most differences

• Provides a thorough explanation of the differences between texts, items or situations

• Identifies some differences

• Provides some explanation of the differences between texts, items or situations

• Identifies a difference

• Attempts to explain the differences between texts, items or situations

Marking scheme:

Brain Teaser

S e c t i o n 4

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Contrast the nutrition labels for a Beef Burger and Chicken Sandwich at the local shops. According to the guidelines below, which meal is the healthiest? Why?

Question One:

c o n t r a s t

GuidelinesA healthier meal will contain:

Lower values of: • fat (especially saturated fat)• sodium• sugar• cholesterol

Higher values of:

• fibre• vitamins

Note: Healthy levels of protein and carbohydrates depend on the source, and cannot be determined by looking at the nutrition facts above, so no comment is required for this aspect.

beef burger Chicken Sandwich

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Using the table provided, contrast the propaganda posters from WWII. Then, write a paragraph outlining the differences between the posters.

Question Two:

Poster 1 Poster

Purpose

Target audience

Image

Text

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Appraise critically for authenticity or quality, giving feedback.

The action of critiquing is an important skill to master. When we work collaboratively, we constructively suggest new ideas to improve our work. We also critique movies by finding holes in the plot or characterisation.

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Student’s work has demonstrated their knowledge and understanding of critique. Each level has the following characteristics:

• Comprehensive and insightful assessment of source

• Comprehensive feedback outlining almost all strengths and weaknesses

• Provides insightful recommendations for improvement

• Detailed assessment of source

• Detailed feedback outlining most strengths and weaknesses

• Provides reasonable recommendations for improvement

• Acceptable assessment of source

• Satisfactory feedback outlining some strengths and weaknesses

• Provides appropriate recommendations for improvement

• Basic assessment of source

• Basic feedback outlining limited strengths and weaknesses

• Provides limited recommendations for improvement

Marking scheme:

Brain Teaser


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You are an editor. Examine the following magazine cover sent to you by a graphic designer, Mitch. Construct a letter to Mitch critiquing the cover. Remember to give both positive and negative feedback, and consider the following points:

• Is the positioning of text aesthetically pleasing and appropriate?• Is the background colour simple enough that it doesn’t draw away from the

rest of the cover?• Does the image match the most main story on the front cover?• Are the font and other elements eye-catching?• Is the content of the cover appropriate and readable? • Is each story title appropriate for the magazine?

Question One:

c r i t i q u e

Dear Mitch,

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Reach a decision based on information given in a text.

The action of deducing is relevant for understanding a text, and being able to figure out the meanings within the text to form a judgment. For example, in a legal studies subject, you might be asked to deduce what occurred in a case in order to solve a crime.

deduceStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of deducing. Each level has the following characteristics:

• Identifies all relevant information

• Reaches an insightful and well-justified conclusion

• Identifies most relevant information

• Reaches a justified conclusion

• Identifies some relevant information

• Reaches a conclusion

• Identifies limited relevant information

• Some attempt to reach a conclusion

Marking scheme:

Brain Teaser


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A criminologist must study information to deduce when and how a crime was committed.

A bank was robbed yesterday morning. Use the information below to deduce the most likely time that the bank was robbed.

d e d u c e

Question One:

• The bank is closed between the hours of 10pm and 8am.• Criminals usually strike after 2am on the hour or half past the hour.• A janitor discovered that the money was stolen at 5:30am.• Night security guards patrol every three hours after 10pm for 10 minutes.• It takes criminals at least one hour to commit a bank robbery.

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Tina found a puppy while on her morning walk and wants to know which breed it is. The characteristics of several dogs are below. Using this information, deduce the breed of the puppy described in the following passage, being sure to justify your response.

d e d u c e

Question Two:

“I found her this morning, lying on the freshly snow-blanketed ground. She looked up at me with those adorable puppy dog eyes, coy as could be. I edged slowly toward her; she thought it was a game. She jumped up and ran, flicking her wild, bushy, straight tail behind her. She was almost half my height, and I stood at about 120 cm. My parents probably wouldn’t let me take her in. I squinted my eyes and peered at the sky – it looked like there was a blizzard on the way. My eyes settled back on the thickly coated, long-haired puppy frolicking in the snow. Her jet-black coat made a stark contrast with the powdery white under her big paws. I called out to her, and her pointy ears flicked back and forth while her golden eyes searched for where my voice had come from. Instead of finding me, her eyes laid upon some rabbits a few steps away. She ran over to them, and immediately they burrowed into their holes.”

2012 2013 2014

Coat Thick, long Thick, long Thick, long

Primary colour(s) Grey, white or black Fawn and black or black Yellow or black

Physical features Pointy ears, curly tailLong mane: bushy,

straight tail; pointy ears

Long snout, floppy ears, straight tail

Ideal weight 17 - 27 kg 35 - 40 kg 25 - 35 kg

Average height 50 - 60 cm 60 - 65 cm 50 - 60 cm

Other facts Good herder Good in cold climates Sheds hair constantly

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Study the ad below in order to deduce the target audience and why the ad would appeal to them.

d e d u c e

Question Three:

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Demonstrate a logical progression to end up at a particular result.

The action of deriving is important to master. You would be deriving in art class if you were given a text on painting techniques in which you had to pull out key information to apply to your own painting. You derive in maths class when you interpret information to describe mathematical relationships.

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Student’s work has demonstrated their knowledge and understanding of deriving. Each level has the following characteristics:

• Identifies all relevant knowledge in a source

• Provides a comprehensive result that explains all the relevant knowledge in a source

• Discusses both explicit and implicit knowledge

• Identifies most of the relevant knowledge in a source

• Provides a result that explains most of the relevant knowledge in a source

• Discusses most explicit knowledge

• Identifies some relevant knowledge in a source

• Provides a result that explains some of the relevant knowledge in a source

• Discusses some of the explicit knowledge

• Identifies limited knowledge from a source

• Provides a result • Discusses a limited

amount of the explicit knowledge

Marking scheme:


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Question One:

After reading this information, derive the various long-term impacts that these conflicts would have had on the people of each nation.

D e r i v e

Both the Korean and Vietnam War occurred as a result of internal divisions in the wake of World War Two, namely, the global proliferation of communist ideology, which was in direct opposition to existing and widespread capitalist principles. In both cases, the South maintained a strong alliance to the US and capitalism, while the Soviet Union supported the North in its quest for the implementation of a communist system.

The Korean War was fought from 1950-1953 and culminated in a peace truce and permanent border that signaled the beginning of two separate states, a communist dictatorship in the North and capitalist and eventually democratic South. The border is heavily guarded and movement between the states is prohibited. Conversely, Vietnam came out of the war (1955-1975) as a united communist country. While the Korean War was fought by trained soldiers and high-power military equipment, much of the conflict in Vietnam was guerilla jungle warfare fought by civilians with primitive weapons. In both cases, there were high numbers of civilian casualties.

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Question Two:

Question Three:

Read the short poem below by Robert Herrick and derive its ultimate meaning.

The following shape is made up of a semi-circle, a parallelogram and a right-angled isosceles triangle. Derive a formula for the area of the shape, using the least possible number of variables.

D e r i v e

Studies To Be Supported.Studies themselves will languish and decay,When either price or praise is ta'en away.

Show your working:

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Come to a resolution after observation, consideration or investigation.

The action of determining is important at school and in the real world. We determine when we make a conclusion about the meaning of a graph in science. We also determine when we come up with a thesis for our history paper based on an investigation of sources.

Determine Student-friendly version:




Student’s work has demonstrated their knowledge and understanding of determine. Each level has the following characteristics:

• Identifies most of the relevant knowledge in a source

• Provides a result that explains most of the relevant knowledge in a source

• Discusses most explicit knowledge

• Identifies some relevant knowledge in a source

• Provides a result that explains some of the relevant knowledge in a source

• Discusses some of the explicit knowledge

• Identifies limited knowledge from a source

• Provides a result • Discusses a limited

amount of the explicit knowledge within the source

Marking scheme:

A jungle explorer has arrived at a large mountain said to contain a mysterious cave. The wall of the mountain acts as a doorway, but it is currently locked by the following puzzle.

The lock involves a series of blocks with markings on them which follow a logical pattern. One of the blocks must be shifted into place to complete the pattern. The blocks look like this:

Determine which of the blocks needs to be shifted to fit the pattern, and what position it will need to be shifted to. Colour the 5th block to show the correct position.

Question One:

Block 1 Block 2 Block 3 Block 4 Block 5

S e c t i o n 4

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Question Two:

Hypotheses are used in a variety of situations, and being able to develop and test a hypothesis is essential to many subjects, including Science, English and History.

Scientific hypotheses have certain requirements. An effective scientific hypothesis must:

• Contain an independent and a dependent variable. The independent variable can be manipulated by the experimenter to investigate the changes in the dependent variable.

• Be testable. This means a hypothesis cannot be too general. For example the following hypothesis is too broad:

Water levels affect the breeding of frogs.A better hypothesis is:More tadpoles hatch in areas of high water because of the increased levels of oxygen in the water.

Read the following statements and determine whether they are effective scientific hypotheses.

d e t e r m i n e

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Identify key features which help to distinguish between items.

The act of differentiating is an important skill at school and in everyday life. We differentiate in geography when we consider similarities and differences between mountains and other geographic features. We also differentiate when we take note of differences between various animals.

differentiateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of differentiating. Each level has the following characteristics:

• Insightful description of differences

• Insightful description of objects, linking to most important differences

• Comprehensive description of differences

• Comprehensive description of objects, with links to significant differences

• Some description of differences

• Description of objects, linking to differences

• Identification of a difference

• Description of objects with limited links to differences

Marking scheme:

Question One:

New question here

S e c t i o n 4

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Question Two:

The following three graphs have been created using the same set of data.

Differentiate between how each of the graphs represent the data.

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Question Three:

The following diagrams show some of the physical characteristics commonly exhibited by venomous and non-venomous snakes. Using the diagrams, differentiate the appearance of venomous and non-venomous snakes.

d i f f e r e n t i a t e

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Observe or note differences in order to make distinctions.

The action of discriminating is very important at school and in everyday life. In science, we discriminate between plant and animal cells. We also discriminate between texts in English.

discriminateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of discriminating. Each level has the following characteristics:

• Notes almost all differences

• Makes clear and logical distinctions

• Notes most differences

• Makes detailed distinctions

• Notes some differences

• Makes some distinctions

• Notes limited differences

• Makes limited distinctions

Marking scheme:

Question One:

There are many animals that are commonly confused with one another; for example, frogs and toads. Discriminate between a frog and a toad by noting their physical features in the pictures below.


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Question Two:

Discriminate between the following chart types based on the different types of information they convey.

Box and Whisker Plot:This type of chart displays the median, or 2nd quartile (the middle number, the boundary between the lower and the upper 50% of scores), the 1st quartile (the boundary between the lower 25% and upper 75% of scores), the 3rd quartile (the boundary between the lower 75% and upper 25% of scores), as well as the lowest and highest scores for a set of data.

Frequency Histogram:This type of chart shows exactly how many times a certain score had resulted within the data.

d i s c r i m i n a t e

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Recognise and explain the difference between two or more concepts or items.

The action of distinguishing is important for identifying differences and the implications of these. In science we distinguish between different cells. We also distinguish when we compare novels and identify the characteristics that set them apart.

distinguishStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of distinguishing. Each level has the following characteristics:

• Recognises almost all differences

• Clearly explains almost all differences

• Recognises some differences

• Explains some differences

• Recognises limited differences

• Explains basic differences

Marking scheme:

Question One:



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Question Two:

Distinguish how the poems below portray the season of Autumn differently from one another. Record your answer in the given table. Use examples from the text.

d i s t i n g u i s h

Poem 1: Autumn’ by Walter De La Mare

“There is a wind where the rose was;Cold rain where sweet grass was; And clouds like sheep Stream o'er the steepGrey skies where the lark was.

Nought gold where your hair was;Nought warm where your hand was; But phantom, forlorn, Beneath the thorn,Your ghost where your face was.

Sad winds where your voice was;Tears, tears where my heart was; And ever with me, Child, ever with me,Silence where hope was.”

Poem 2: An Autumn Reverie’ by Ella Wheeler Wilcox

(excerpt)

“Through all the weary, hot midsummer time,My heart has struggled with its awful grief.And I have waited for these autumn days,Thinking the cooling winds would bring relief.For I remembered how I loved them once,When all my life was full of melody.And I have looked and longed for their return,Nor thought but they would seem the same, to me.

The fiery summer burned itself away,And from the hills, the golden autumn timeLooks down and smiles. The fields are tingedwith brown—The birds are talking of another clime.The forest trees are dyed in gorgeous hues,And weary ones have sought an earthy tomb.”

Poem One Poem Two

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Question Three:

There are many different climates that occur across the world. Two major categories of climate are the tropical and temperate climates. Read the information below and distinguish between these climates.

d i s t i n g u i s h

Polar

Polar

Temperate

Temperate

Tropical RegionEquator

Tropical Region

Temperate Climates: Temperate climates are dry and not places of extremes; the year-round shifts in temperature can be described as mild and the they rarely experience extreme drought or extreme rainfall events. The average temperature of these areas is between 0 and 20 °C. They have deciduous forests, made up of trees that lose their leaves in Winter. The soil is rich and nutrient heavy.

Tropical Climates: Tropical climates are known for their high rainfall and humidity but they may also experience drought based on varying seasonal conditions. The average temperature in tropical areas is between 20 and 30°C and they have rainforests with trees that hold their leaves all year round. The soil in these areas is thick and the organic material decays quickly, depriving the soil of certain nutrients.

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Extend trends or tendencies beyond known information from evidence and reasoning.

The action of extrapolating can be useful for identifying the relevant information in a text and using this information to make predictions about how events could develop. For instance, in geography, when you create a climate graph, you can observe the given temperatures in the graph and extrapolate how these temperatures will change in different months throughout the year.

extrapolateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of extrapolating. Each level has the following characteristics:

• Identifies elements and trends correctly

• Extension of trends or tendencies

• Supports extended trends or predictions with detailed reasoning or evidence

• Identifies some relevant elements correctly

• Some extension of trends or tendencies

• Supports extended trends or predictions with some reasoning or evidence

• Attempts to identify relevant elements

• Limited extension of trends or tendencies

• Supports extended trends or predictions with limited reasoning or evidence

Marking scheme:

Marita has been monitoring the population of kookaburras and lorikeets in a small national park for six years. The data she has collected is below:

Question One:

2012 2013 2014 2015 2016 2017

Number of Kookaburras 132 141 148 155 162 169

Number ofLorikeets 71 85 99 113 127 141

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Using the graph provided below, extrapolate the data to estimate:

Population of Lorikeets and Kookaburras in National Park

a) When will the population of the two species will be equal?

b) Which species will have a greater population in 2022, and by how much?

c) By which year will the lorikeet population be greater than 220?

e x t r a p o l a t e

220

200

180

160

140

100

60

20

80

40

0

120

2012 2013 2014 2015 2016 2017 2018 20202019 2021 2022 2023 2024

Year

No

. of

bird

s

Lorikeets Kookaburras

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Read between the lines of the given information to draw your own conclusion.

The action of inferring is an essential skill in the classroom environment. In literacy subjects, inferring is trying to find the hidden meaning in a piece of text, given information. Similarly, in science we make inferences about the outcomes of an experiment, given known theory.

inferStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of inferring. Each level has the following characteristics:

• Provides a comprehensive conclusion

• Makes insightful assumptions

• Uses almost all relevant facts and information for justification

• Provides a thorough conclusion

• Makes reasonable assumptions

• Uses most relevant facts and information for justification

• Provides a satisfactory conclusion

• Makes some assumptions

• Uses some relevant facts and information for justification

• Provides basic conclusion

• Makes limited assumptions

• Uses limited facts and information for justification

Marking scheme:

Brain Teaser

S e c t i o n 4

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Question One:

Read the following text, and infer the identity of Marcus Arelli. Consider why his opinion would be important to Jenna.

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Jenna smiled at the painting shimmering on the wall before her, remembering the hours she had spent above it. She felt a small thrill every time a passer-by stopped to look at it, nodding and muttering “pretty good”. The next visitor, however, drained the colour from her face – Marcus Arelli. He slid a steely, spectacled eye over the piece, pursing his lips in perfect disapproval. Without so much as a glance at Jenna, he shuffled on, his back straightened as if the painting had personally offended him.

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Question Two:

Below are some facts about surgery and medical history.

Infer why the general modern attitude towards surgery is so different from the past.

• Surgery used to be the most feared medical procedure, and was considered the “last resort”. It was performed without anaesthetics or antiseptics and killed many patients, often from infection afterwards.

• William T. G. Morton became the first physician to use anaesthesia in 1846• In 1867, Joseph Lister began spraying post-surgical wounds with carbolic acid to kill

germs• Alexander Fleming discovered penicillin, the first true antibiotic, in 1928.• Today, most people trust surgery reliable and painless method of treating many

illnesses.

i n f e r

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Understand and draw meaning from the information presented in a text, diagram or symbol.

The action of interpreting is important for allowing us to make sense of what we are reading, looking at or listening to. We interpret when we make sense of graphical information in maths. We also interpret when we read newspapers or magazine articles.

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Student’s work has demonstrated their knowledge and understanding of interpret. Each level has the following characteristics:

• Demonstrates insightful understanding of information

• Communicates accurate and insightful meaning in a clear and concise manner

• Demonstrates thorough understanding of information

• Communicates accurate meaning in a clear manner

• Demonstrates basic understanding of information

• Communicates meaning in a somewhat clear manner

• Demonstrates limited understanding of information

• Communicates limited meaning

Marking scheme:

Read the following text, and interpret what is being said about the character of Charles Flag.

Charles Flag was a generous man – generous indeed. He always reminded his children of how fortunate they were to walk to school and exercise their legs on bright summer days, waving from the car window as he drove past. He graced his wife with innumerable compliments as she cooked and cleaned, whilst he preserved his hands and mind – generously – for his precious work. And at work too, Charles was generous – always, constructive criticism flowed from his mouth to those beneath him. Sometimes he even allowed his subordinates to work in the same room as him so they could soak up some of his genius.

Question One:


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i n t e r p r e t

You’re an archaeologist on an excavation trip in Egypt, sent to replace Professor Smith who mysteriously disappeared few day ago. After hurrying to where he was last seen, you see no trace of him. However, there are some strange symbols on the walls of the cave around you. Luckily, the professor has started to interpret some of them.

Do your best to interpret the remaining symbols.

Using the symbols you deciphered, interpret the following message.

Question Two:

Finger Arm

a)

Rock

c)

Speak

Cave

f)b)

Closed

d)

a)

e)

Danger

HINT: The fourth symbol means “secret”.

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Come to a conclusion based on certain criteria.

The action of judging is important. We judge when we decide whether or not we like a book. We also judge whether a method is effective in science.

judgeStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of proving. Each level has the following characteristics:

• Demonstrates insightful understanding of purpose

• Provides a clear and concise statement of conclusion

• Conclusion is insightful and clearly based on criteria

• Demonstrates clear understanding of purpose

• Provides a clear statement of conclusion

• Conclusion is clearly based on criteria

• Demonstrates satisfactory understanding of purpose

• Provides a reasonable statement of conclusion

• Conclusion has some connection to criteria

• Demonstrates limited understanding of purpose

• Provides a limited statement of conclusion

• Conclusion has limited connection to criteria

Marking scheme:

All The Cloudy Days Last Longer In Summer Months

Arrangement: How the objects are positioned relative to each other? Does it convey a sense of loneliness, or clutter? Is it focussed on one particular aspect?

Texture: Does the painting give a sense of softness and comfort, or cold harshness?

Colour: Are the colours generally bright or dark? Do they suggest a specific mood?

Depth: Is the subject set very close to the viewer or distant? Is there a great distance between the nearest and farthest objects?

Line: Are lines rigid and angular, or smooth and flowing? Are they broken or continuous?

Light: How does the use of light and shadow draw your attention or alter the mood?

Interpretation: Is there a hidden message or a double meaning to any aspects of the work?

Shape/size: Are certain figures or subjects oversized or out of proportion? What do the angles, shapes and body language suggest?

Mood: What is the overall feeling or tone of this work?


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Over time, there has been a diversification of artistic styles and new principles have developed and changed the art landscape. In particular, impressionism was a movement which emerged in about the 1850’s as a reaction against the realism which preceded it.

This famous impressionist artwork was created by French painter, Claude Monet.

• If a painting meets the following criteria it

can be considered to be impressionist in style:

• Looks deliberately unfinished (fuzzy, blurred or undefined lines rather than definite edges and sharp borders; the painting is supposed to capture a fleeting moment in time)

• Has short, quick brush strokes, splashed on in comma-like shapes.

• Uses bright and pure colours- rarely blends of colours

• A focus on light, reflections and shadows • The subject matter is ordinary people doing

everyday things, or natural landscapes shown at different times of day to emphasise the changing light

Study the painting below in order to judge whether or not it is an example of impressionist artwork based on the given criteria. Respond by filling out the table given below.

Question One:

J u d g e

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J u d g e

Criteria Description Does it meet the criteria?

Looks deliberately unfinished

Short, quick brush strokes

Bright and pure colours

Focus on light, reflections and shadows

Subject matter: everyday people or natural landscapes

It is impressionist?

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When a nation is making decisions about foreign policy, there are many positions which they can choose to take. In its early days, the United States of America generally took an Isolationist* approach to European alliances and conflicts, but this was compromised when they entered the First World War.

*Isolationism is characterised by:

• Taking a neutral stance on international political affairs• Choosing not to intervene in the conflicts between or within other nations• Avoiding international connections that could lead to conflict • A nation can experience economic expansion and have a global presence while still

being isolationist

Following World War One, America sought to return to isolationism. Read about the events of the 1930’s and use the characteristics of isolationism above to judge whether they truly regained an authentic isolationist standpoint.

Question Two:

J u d g e

Events of the 1930’s (following WW1)

• The US declined membership in the League of Nations (The global organisation that arose out of WW1 to mediate future conflicts- precursor to the United Nations that operate today) because they didn’t want to part of a plan for ‘collective security’

• The US continued to protect its interests in Latin America. There was a naval intervention in 1932, whereby warships were sent to El Salvador.

• The Secretary of State, Henry Stimson ratified the Stimson Doctrine in response to the Japanese invasion of Manchuria. The document stated that the US would not recognise any territory that had been attained by aggression

• The Italian invasion of Ethiopia and the Spanish Civil War did not elicit an official response from the United States

• The US passed the Neutrality Act to prevent involvement in global conflicts • At the outbreak of World War Two in 1939, the US did not enter the war (There

involvement only began following the Pearl Harbor bombing several years later).

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EL 2

Provide reasons or evidence to support an argument or conclusion.

The action of justifying is needed whenever we have to back up a statement with reasons or evidence. It is extremely useful in the classroom environment as in science we need to state how we got to a conclusion with theory or experimentation. We even use it in English class when need to support a topic sentence with evidence in a persuasive text.

justifyStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of justifying. Each level has the following characteristics:

• Insightful reasoning to support an argument or conclusion

• Uses extensive evidence to support reasoning

• Detailed reasoning to support an argument or conclusion

• Mostly uses evidence to support reasoning

• Appropriate reasoning to support an argument or conclusion

• Uses some evidence to support reasoning

• Limited reasoning to support an argument or conclusion

• Uses limited evidence to support reasoning

Marking scheme:

The Drama class is studying famous plays. Below are two pictures of gestures commonly made by actors. For the images below, explain the feeling the actor is expressing. Justify your answer using evidence from the image.

Question One:

a) b) c)


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j u s t i f y

b)

c)

*Brain activity is measured on a scale of 1-5, with 1 being the highest level of brain activity and 5 being the lowest.

a) The two people below have visited the doctor to ask for health advice. Based on the graphs, agree or disagree with the doctor’s advice. Justify your answer.

Anna- “Your brain activity is low because the percentage of fat in your diet is 12%.”

Question Two:

Risk of Type II Diabetes vs BMI Brain Activity vs Levels of Fat in Diet

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Tammy- “You are not at high risk of type II diabetes because your BMI is below 25.”

a) You have written to some companies asking if they will sponsor a program designed to improve the health and fitness of people in the local community. One company has responded that they are interested in sponsoring the program, but need you to justify why they should invest their money in your cause. Choose two reasons from those listed as well as two of your own to write a letter to justify the importance of being fit and healthy.

1. Healthier people means less medical problems, which reduces hospital waiting lists.2. Eating fresh food is cheaper and therefore saves people money.3. We will better live up to our national identity of attractive surfers.4. Exercise releases certain chemicals in the body that make people happier; therefore, if

people were exercising more, they would be happier.5. We won’t be higher than America on the ‘Heaviest Countries in the World’ list.

j u s t i f y

Dear Sir/ Madam,

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Consider positives and negatives of various options or alternatives to arrive at a conclusion.

The action of making decisions is important at school and in everyday life. Making decisions allows us to determine a response, course of action or way forward. We decide in history when we choose a research topic. We also decide each morning what clothes to wear for the day.

make decisionsStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of making decisions. Each level has the following characteristics:

• Considers most possible alternatives

• Uses comprehensive and insightful justification for the conclusion, mentioning most positives and negatives

• Considers several possible alternatives

• Uses thorough justification for the conclusion, mentioning several positives and negatives

• Considers some possible alternatives

• Uses some justification for the conclusion, with some positives and negatives

• Considers limited possible alternatives

• Uses limited justification for the conclusion, mentioning limited positives or negatives

Marking scheme:

Brain Teaser

S e c t i o n 4

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Question One:

The information below summarises the rules of Touch Football.

d e c i d e

The Basic Rules of Touch Football

Mode, Duration and Scoring

Object: To score touchdowns. Mode of Play: The ball may be passed, knocked or handed between onside players of the attacking team, who may in turn run or move with the ball. If a defending player touches the ball carrier, play stops and is restarted with the same team in possession. Scoring: A touchdown is awarded when a player places the ball on the touchdown zone. A touchdown is worth one point.

Commencement/ Recommencement of Play

Attacking team: Starts the match with a tap at the centre of the halfway line. All players in the attacking team are to remain in an onside position until the ball has been tapped. Defending team: All players in the defending team are required to retreat a distance of at least ten metres from the point of the tap in order to be onside. Defending players may move forward from their positions once the ball has been tapped with the foot.

Possession

General: The team with the ball is entitled to six touches prior to changing possession with the opposing team. Ball to Ground: If the ball is dropped to the ground a change of possession results. Intercepts: Intercepts by onside defending players are allowed and play continues.

Passing

General: A player in possession may pass, flick, knock, throw or otherwise deliver the ball to any other onside player in the attacking team. Passing into Opposition: A player who passes the ball at or towards a defending player and thereby causes the ball to go to ground loses possession. If the defending player attempts to catch the ball or touches the ball at all, and the ball goes to ground, the attacking team retains possession.

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After reading this information, make decisions about the following scenarios.

a) ‘Onside’ is defined as ‘in a position whereby a player may legitimately become involved with play.’ In Touch Football, an attacking player is considered onside if they are in a position behind the ball. Considering this information, is a player allowed to pass the ball forwards? Explain your answer.

b) The attacking team in Diagram 2 is Team Two. If the ball is travelling in the direction of the arrow, have the team made an error or will play continue?

c) Which team is attacking in diagram 1?

d e c i d e

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d) In Diagram 2, one player from Team Two (‘X’) is tying her shoelaces when the ball is dropped by her team. Team One immediately takes possession of the ball through a tap. The ball is then passed straight to the player nearest X. Player X touches this Team One player. What has she done wrong?

d e c i d e

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Change the form or alter partially.

The action of modifying is an important skill. We modify in order to fulfil new purposes or build on and improve past work and experience. We modify texts in English to change mood and modify methods in science to make our processes more efficient.

modifyStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of modifying. Each level has the following characteristics:

• Demonstrates an effective change from the original work

• Provides thorough explanation for the changes made to the original work

• Entirely fulfils relevant purpose

• Demonstrates a somewhat effective change from the original work

• Provides some explanation for the changes made to the original work

• Somewhat fulfils relevant purpose

• Demonstrates a basic change from the original work

• Provides limited explanation for the changes made to the original work

• Attempts to fulfil relevant purpose

Marking scheme:

Brain Teaser

S e c t i o n 4

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Written advertisements should be concise, and make their products appealing to the reader. Below is an example of an effective and concise advertisement:

Modify the following newspaper advertisements by crossing out the unnecessary words.

Question One:

m o d i f y

FOR SALE: Black Pear brand phone, complete with BRAND NEW headphones and FREE clean screen protector. Brand new – 2 months old and only $100.

FOR SALE: Rectangular, shiny, smooth-surfaced, white

gaming device. Only a year old, in good

condition. One small, brown, gaping and

jagged dent on the left side. $200.00

FOR SALE: 10 jumping ropes with cold, rough and tough

plastic handles. Perfect for all your sporting,

exercise or play needs, including jump-rope

for 3-5 people, jump-rope competitions,

jump-rope rotations. $20.00 for the set of 10.

FREE: Smelly and heavy Hamish Pewter and the

Goblet of Ice book, with the purchase of a

shiny and pink, purple, yellow, orange, blue,

red, green, rainbow-coloured goblet. $500.00.

BUY ME: Pre-loved silver toaster, with stainless steel,

light-reflecting, rounded casing. Makes a

blood-curdling, loud screech when toast

is first placed in it, but works perfectly

otherwise. Cost is $15.00.

FOR SALE mighty minds newspaper

1.

3.

2.

4.

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Jackie has made the following objects and needs to paint them. Modify the formulas of the regular shapes to find the surface area Jackie needs to paint.

a) Jackie wants to paint the whole object, including the inside, but not the part that is on the ground.

Surface area of a rectangular prism: 2(wl + hl + hw)

b) Jackie wants to paint the entire object, including the inside.

Surface area of a cylinder: 2πrh + 2πr2

Question Two:

m o d i f y

a

c

b

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Put items, elements or steps into an orderly whole.

The action of organising is important because it gives clarity and order to things. We organise when we put together a science report to make sure the sections are ordered correctly. We also organise household items so that they belong in particular, convenient places.

organiseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of organising. Each level has the following characteristics:

• Identifies almost all of the relevant elements

• Arranges all identified elements into an orderly whole

• Identifies most relevant elements

• Arranges some elements into an orderly whole

• Identifies some relevant elements

• Attempts to arrange items into an orderly whole

Marking scheme:

Brain Teaser


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Below is a section of images that have been taken from different contexts. Use numbers to match the pictures back to the cut outs that they were taken from.

Question One:

o r g a n i s e

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After creating mousetrap cars in science class, each student was given the opportunity to vote for their favourite car. Each student was allowed to vote for two cars. Their favourite car was given two points and their second favourite was given one point. There are 24 students in the class. Jeff was in charge of collecting the ‘favourite’ votes, while Taylor was in charge of collecting the ‘second favourite’ votes. Jeff chose to ask his classmates verbally, but Taylor handed out forms for them to fill out. The information collected by Jess and Taylor is provided below:

Use a table to organise the information collected by the students

Question Two:

o r g a n i s e

Jeff’s information:

“Of the students in the class, nine voted for Taylor’s car (car two) as their favourite, while only three favoured Kevin’s car (car one). Anna’s car (car three) was the favourite of four students. Lucy’s car (car four) attracted five votes for the favourite car, and Jeff’s car (car five) attracted only three votes.”

Car Favourite votes Second Favourite votes Total points

1

2

3

4

5

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Sammy wants to be the school captain, so it making sure to practice her speech every day. She has recorded the number of mistakes she makes in her speech after each hour of practice, however the pages from her notebook have gotten all mixed up.

Question Three:

o r g a n i s e

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Use simple, step-by-step logic to formally explain why a certain fact is true.

Whenever we make a statement and need to validate it, we need to provide proof. You might use proof to justify your answer to a maths question or prove to your sibling that you’re a faster runner by challenging them to a race.

ProveStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of proving. Each level has the following characteristics:

• Uses all the relevant steps to reach the required result

• Provides clear and logical reasoning to support result

• Uses most of the relevant steps to reach the required result

• Provides thorough reasoning to support result

• Uses some of the relevant steps to reach the required result

• Provides satisfactory reasoning to support result

• Attempts to use the relevant steps to reach the required result

• Provides limited reasoning to support result

Marking scheme:

A cylindrical bin has a height of 2 m and a volume of 9.82 m3. Prove that a 3 m long rod would fit entirely inside the bin.

Question One:

2 m

D = 2r


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Think deeply and carefully about past experiences, situations or knowledge.

The action of reflecting is important for personal and academic development and progress. We reflect on a poor maths grade to understand where we went wrong and how to do better next time. We also reflect on pieces of writing to consider how they relate to our own past experiences or challenge our existing understandings.

ReflectStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of reflecting. Each level has the following characteristics:

• Demonstrates insightful thought about past experiences, situations or knowledge

• Identifies most lessons or effects

• Insightful consideration of lessons

• Demonstrates some thought about past experiences, situations or knowledge

• Identifies some lessons or effects

• Basic consideration of lessons

• Demonstrates limited thought about past experiences, situations or knowledge

• Attempts to identify lessons or effects

• Attempts to consider lessons

Marking scheme:

Brain Teaser

S e c t i o n 4

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Jessica runs an art school in a small country town. Jessica recently asked her customers to review her art school on her website:

“Jessica’s art school is affordable and great fun for the kids. I wish she had adult classes for us parents to learn some new skills!”

“My kids absolutely adore Jessica’s art school. They wish they could go every afternoon – and I do, too!”

“Jessica is an excellent artist and teacher. Including some different activities like clay making and printmaking would really take her school up a notch!”

“Great value for money. It would be great if my older kids could get involved, too.”

Based on the feedback Jessica received, reflect on how she could improve her art school and grow her customer base. Use the table and prompts below to help create your response.

Question One:

r e f l e c t

Customer suggestion SolutionEg. “I wish she had adult classes for us parents to learn some new skills!”

Run art classes for adults.

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Consider facts, ideas and information within media to communicate intent or meaning.

The action of resolving can be applied to many situations. For example, we made need to decide whether to buy something at the shops, in which case we are coming to a resolution by considering information we know or have received.

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Student’s work has demonstrated their knowledge and understanding of resolving. Each level has the following characteristics:

• Insightful consideration of ideas, facts or information

• Communicates insightful meaning

• Clear consideration of ideas, facts or information

• Communicates clear meaning

• Some consideration of ideas, facts or information

• Communicates limited meaning

Marking scheme:

Creating a Visual Text:When you are creating a visual text, there are some vital steps to follow, even if you don’t consider yourself a great artist!

1. Read the question to work out what you’re creating.

2. Note all the features that the question requires.

3. Make a plan of the rough layout, then confirm that it matches what the question needs.

4. Be clear and bold in your design. Too much detail makes it hard to take everything in, so make everything as simple as possible while still answering the question.

5. Use the space well, don’t try to cram your whole answer into one-quarter of the area you’ve been provided.

S e c t i o n 4

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Maddy is making a poster. So far, the effectiveness of her work is questionable because the message she is trying to convey is not quite clear. There are ambiguous statements and the key information is not easy to locate. Resolve the meaning of the poster by remaking it in a way that ensures the message is clear and the important information is easy to locate.

Question One:

r e s o l v e

“Look at that cat with one eye!”

There are so many animals that need your help. Please come along and do what you can to support a good cause. Pets are often abandoned once owners realise they do not want the responsibility of looking after them.

Encourage responsible pet ownership by joining the march on August 8th at the Gumdrop community Hall, 9:00am onwards. Bring your family along for

a fun day. Games, prizes and stalls.

SAVE THE PETS MARCHRaising funds and awareness for

abandoned pets

Create your poster:

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At the beginning of the 20th century (1900’s) there was growing momentum in the push for a woman’s right to vote. Many women took to organised protest in their quest for suffrage* and were accordingly given the name “Suffragettes”. At the time, the debate was heated and there was significant protest from men who feared that their authority was being challenged and that granting women voting rights would lead to disastrous consequences and social decay.

*The right to vote in political elections

Resolve the intention of the poster by considering its visual and written aspects in conjunction with the historical context in which it was produced.

Question Two:

R e s o l v e

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Arrange in a specific order.

The action of sequencing is an important skill. When you write a narrative, you need to sequence the components (such as the orientation, rising tension, climax, falling tension and resolution) in a logical order so that it flows well and makes sense. Sequencing is also important when you arrange placings in a race, or when you order the steps in a science experiment.

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Student’s work has demonstrated their knowledge and understanding of sequencing. Each level has the following characteristics:

• Identifies all elements or items to be sequenced

• Arranges all items or elements in the correct order

• Sequence has a clear and logical purpose

• Identifies some elements or items to be sequenced

• Arranges some items or elements in the correct order

• Sequence has a basic purpose

Marking scheme:

The Cuban Missile Crisis of 1962 was a period of heightened tension between the Soviet Union and the United States. Culminating in the withdrawal of US missiles stationed in Turkey, a US promise not to invade Cuba and the Soviet reassurance that the missiles in Cuba would be dismantled, the crisis was eventually averted. This agreement was reached through letters sent between the leaders, rather than instantaneous communication. Consequently, a ‘hot line’ between Moscow* and Washington* was established the following year to ensure more direct points of contact in future.

Tensions involving Cuba had been escalating since the Cuban dictator, Batisa was overthrown by Fidel Castro in 1959. Given Castro’s alliance with the Soviet and attempts to halt US influence on the island, the US president, Kennedy was concerned by the development and launched an invasion on the Bay of Pigs in April of 1961. This was relatively unsuccessful as Cuba had heard of the US plans beforehand and had taken appropriate preventative action. The events inflamed relations between the nations; the Soviet began stationing missiles in Cuba, setting the crisis of 1962 in motion.

*Capital cities of the Soviet Union and US.

Question One:


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Helen is writing a narrative and she has ideas for events but is unsure how she would like to sequence them. Consider the standard narrative structure, which includes an orientation, complications, climax and resolution, and sequence her ideas into a logical numerical order.

Question Two:

s e q u e n c e

• She tries to climb out the window but gets stuck and person belonging to the footsteps comes into the room.

• The house looks abandoned and she is nervous to go inside. She bravely enters anyway.

• The woman shares stories with Jenna about her family and they become friends.

• She finds a box of her mother’s old things in the back of a cupboard and is looking through them when she hears footsteps.

• Jenna returns to her mother’s childhood home in the country.

• The woman is her grandmother’s old gardener and she has stayed on in the house all these years.

Sequence the events from the paragraph above onto a timeline to demonstrate your understanding of their chronological order.

Show your working:

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Organise ideas, items or situations in a clear and cohesive way.

The action of structuring is important because it creates order and clarity. This cohesion allows us to better understand what we are structuring and clearly convey meaning. We structure our writing so that it is easy for another person to read and follows a logical order. We structure working in maths for the same reason.

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Student’s work has demonstrated their knowledge and understanding of structuring. Each level has the following characteristics:

• Identifies the most appropriate pattern to organise ideas, items or situations

• Selects a clear and logical structure

• Organises all ideas, items or situations into the correct pattern

• Identifies a pattern to organise ideas, items or situations

• Selects a clear structure

• Organises most ideas, items or situations.

• Identifies a pattern that partially organises ideas, items or situations

• Selects a basic structure

• Organises some ideas, items or situations

• Identifies a pattern that attempts to organise ideas, items or situations

• Attempts to select a structure

• Organises limited ideas, items or situations

Marking scheme:


Question One:


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Eric Blair, better known by his pen name George Orwell, was a novelist and journalist in the early 20th century. He is best known for his work dealing with social injustice and the dangers of totalitarianism.

Below are some excerpts from a paragraph about Orwell’s novel Nineteen Eighty-Four. Structure the paragraph in the correct order by placing numbers (1-4) in the boxes.

Structure an essay plan (with three body paragraphs and conclusion) based on the statement below.

“Government bodies should not be allowed complete control over society.”

You can make up your own evidence. The first part of the plan, including half of the hypothesis and the plan for body paragraph one, has been completed for you.

Question Two:

Question Three:

s t r u c t u r e

Orwell presents society as bland and conformist, with little to no individuality amongst the people. He creates a world where no one can really think for themselves, and the government (Known as “the Party”) controls everything a person does.

Orwell’s created world is radically different to ours; however, his argument is to warn people of the dangers of conforming and losing their individuality to an all-powerful government body such as the Party.

This is demonstrated in Chapter 7 of Part 1. Winston states that “in the end, the Party would announce that two and two made five, and you would have to believe it.”

Nineteen Eighty-Four by George Orwell is a novel that reveals the importance of individuality in society and the dangers of conformity.

s t r u c t u r e

Hypothesis: Government bodies should not be allowed complete control over society, because…

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s t r u c t u r es t r u c t u r e

Body Paragraph One:

• Point: Current government bodies have certain precautions preventing them from doing whatever they like—if these precautions are removed, the government would have total control and no monitoring system. This would have a negative impact on society.

• Evidence: The damage caused by government leaders who have too much control can be observed throughout history—Hitler and Mao are prime examples.

Body Paragraph Two:

Body Paragraph Three:

Conclusion: SAMPLE


LEV

EL 2

Combine ideas or information from various sources to create a new text.

The action of synthesising is useful for compiling information into a logical, easy-to-understand format. We do this quite often without realising it, especially at school. We synthesise whenever we are given information from different sources, by comparing similarities and differences. We then use this analysis to bring the information together into one new and complete idea.

synthesiseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of synthesising. Each level has the following characteristics:

• Identifies almost all similarities and differences between sources

• Combines almost all relevant parts

• Creates insightful new text

• Identifies most similarities and differences between sources

• Combines most relevant parts

• Creates reasonable new text

• Identifies some similarities and differences between sources

• Combines some relevant parts

• Creates a new text

• Identifies limited similarities and differences between sources

• Attempts to combine relevant parts

• Attempts to create new text

Marking scheme:

Brain Teaser

S e c t i o n 4

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Question One:

In 1755, Lisbon, a coastal city of Portugal, was rocked by a severe earthquake which was followed by a tsunami, ferocious fires and several significant aftershocks that ultimately reduced the ancient city to ruins and punctuated the morale of its people.

s y n t h e s i s e

SOURCE 1: Excerpt from Voltaire’s poem, “Poem on the Lisbon Disaster”

“Oh, miserable mortals! Oh, wretched earth! Oh, dreadful assembly of all mankind! Eternal sermon of useless sufferings! Deluded philosophers who cry, “All is well,” Hasten, contemplate these frightful ruins This wreck, these shreds, these wretched ashes of the dead;”

SOURCE 2: Excerpt from Rousseau’s response to Voltaire’s writing

“You would have preferred that this earthquake had taken place deep in a desert rather than at Lisbon. Is it possible to doubt that they do not occur in deserts? But we do not speak of those because they cause no harm to the gentlemen who live in cities, the only people we take into consideration. These earthquakes scarcely harm even the animals and the savages who sparsely populate these remote regions and who do not fear falling roofs or collapsing houses. But what is the significance of such a privilege?”

SOURCE 3: Eyewitness account from a merchant

“Not long after…a general panic was raised from a crowd of people’s running from the waterside, all crying out the sea was pouring in and would certainly overwhelm the City.”

SOURCE 4: Witness account from the British Consul

The first shock began about a quarter before 10 o’clock in the morning, and as far as I could judge, lasted six or seven minutes, so that in a quarter of an hour, this great city was laid in ruins. Soon after, several fires broke out, which burned for five or six days. The force of the earthquake seemed to be immediately under the city.SA

MPLE


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EL 2

Synthesise these sources to write a succinct paragraph that explores the varying perspectives and accounts of the Lisbon events of 1755.

s y n t h e s i s e

SAMPLE

Pathways to Success Cognitive Verbs LEV

EL 3

Evaluate worth, significance or importance.

The action of appraising is very important. We appraise texts in English when we judge their worth and we appraise sources in History when we analyse their credibility.

appraiseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of appraising. Each level has the following characteristics:

• Provides a comprehensive statement of conclusion

• Provides an insightful and justified analysis of worth, significance or importance


• Provides a justified analysis of worth, significance or importance

• Provides a basic statement of conclusion

• Provides a basic analysis of worth, significance or importance

• Attempts to provide a statement of conclusion

• Provides a statement analysis of worth, significance or importance.

Marking scheme:


Question One:


SAMPLE


EL 3

After a day at a theme park, Brent wrote the following description of the first six seconds of his favourite roller coaster.

To try model the roller coaster, Brent created the following polynomial, where t represents the time in seconds, and h represents meters from the ground.

h = – t 4 + 10t 3 – 28t 2 + 17t + 50

Graph Brent’s polynomial using the graph paper and table of values provided, and appraise the quality of the model. Assume that Brent’s initial description of the roller coaster is perfect.

Question Two:

A p p r a i s e

t 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6

h

“It started 50 meters off the ground! In the first second of the ride we went up about 2 meters, and then started dropping. By two seconds in, the ride had dropped 20 m. Once the ride was 25 m off the ground, it started going up again for about 2 more seconds until we were 65 m off the ground! After that, there was a huge drop.”SAMPLE


EL 3

A p p r a i s e

Brain Teaser

SAMPLE


EL 3

Make a conscious judgement on the value of something by considering its possible outcomes or uses.

The action of appreciating is something which we often use at school and in the real world. We appreciate in order to make a judgment when we listen to music, read a book or watch a film. We also appreciate when we consider why something is valuable.

AppreciateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of appreciating. Each level has the following characteristics:

• Provides comprehensive statements about the value and implications of a source

• Provides comprehensive and concise justification

• Provides statements about the value and implications of a source

• Provides detailed justification

• Provides some statements about the value or implications of a source

• Provides some justification

• Attempts to make statements about the value or implications of a source

• Provides limited justification

Marking scheme:

New content in progress

S e c t i o n 4

SAMPLE


EL 3

Doris is writing a history paper about the great weather panic of Europe in the 1783, in which she will discuss the societal and scientific impacts of the event. She has selected a few primary and secondary sources so far but has not yet decided which ones will be useful. Look over her sources and appreciate the value of each by considering its relevance to her topic and the credibility of the authors where appropriate.

Question One:

s t r u c t u r ea p p r e c i a t e

Source 1

“Around mid-morning on Pentecost, June 8th of 1783, in clear and calm weather, a black haze of sand appeared to the north of the mountains. The cloud was so extensive that in a short time it had spread over the entire area and so thick that it caused darkness indoors. That night, strong earthquakes and tremors occurred.”- eye witness account given by a Lutheran Priest

Source 2

Subsequently, it was revealed that the haze which had clouded much of Europe for months was the result of the volcanic eruption of Laki in the South of Iceland. The haze contained high quantities of Sulphur which impacted the respiratory health of many people, the yield of crops and the acidity of rainfall. In order to decipher the mystery cause of such conditions, new methods of scientific enquiry were developed. – Science Professor, Barry Wong.

Source 3

Hand drawn map of Iceland’ s volcanoes by Heinrich Berghaus (1838-1848).

SAMPLE


EL 3

Provide your responses in the table given below.

a p p r e c i a t e

Source Value

Source 1

Source 2

Source 3

SAMPLE


EL 3

Form a viewpoint and give reasoning to support it.

The action of arguing is an important skill to understand. You often use arguing techniques when you debate with your friends over which game to play or where to go on the weekend. You argue your point in English and discuss for and against arguments in History.

argue Student-friendly version:




Student’s work has demonstrated their knowledge and understanding of arguing. Each level has the following characteristics:

• Provides an insightful point of view

• Includes a clear and well-structured argument

• Provides comprehensive reasoning to support point of view

• Provides a detailed point of view

• Includes a well-structured argument

• Provides thorough reasoning to support point of view

• Provides a basic point of view

• Includes an argument

• Provides reasoning to support point of view

• Provides an unclear point of view

• Includes a basic argument

• Provides a reason to support point of view

Marking scheme:

Question One:

You have been asked to give a speech on whether or not plastic bags should be banned in Australia. Use the PMI chart below to brainstorm arguments for and against plastic bags. The ‘interesting’ category should be used to note interesting ideas on the topic that don’t necessarily fit into the other columns.

Plus (arguments for) Minus (arguments against) Interesting


SAMPLE


EL 3

Question Two:

When you are writing an essay, it is a useful principle to have three main points to support your argument.

What do you believe are the three main points in the paragraph below? Write them on the lines provided. You may use dot points.

A r g u e

George Orwell was well known for his commentary on social injustice and totalitarianism. In Nineteen Eighty-Four, Orwell highlights the dangers of a totalitarian and oppressive society through the protagonist, Winston, a rebellious, thoughtful and intellectual man. Through psychological and physical intimidation, the people of Oceania are terrified into obeying the omnipresent Party; it is only through the experiences of Winston that we see there is no escape from such an organisation of power.

Winston’s reflection that, “in the end the Party would announce that two and two made five, and you would have to believe it… the very existence of external reality was tacitly denied by their philosophy” (page 101), demonstrates his understanding of the psychological hold the Party has over society. In Oceania, rebellion, individuality and free thought are hated; conformity is enforced through manipulation and fear. This world that Orwell paints is a terrifying and seemingly impossible one, and yet it is shown as a very real concern. The novel serves as an important lesson in social awareness, showing the reader the subtle way in which the government has invaded the private lives and minds of Oceania’s citizens, and how this could easily happen to contemporary society.

SAMPLE


EL 3

Judge the value, quality or outcomes of something.

The action of assessing is important in your school work and every day life. In SOSE it is important to assess whether a source is reliable and when you go shopping you need to assess the value of something before you purchase it.

AssessStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of assessing. Each level has the following characteristics:

• Identifies almost all relevant values and qualities

• Presents a comprehensive judgment of value and quality

• Identifies most relevant values and qualities

• Presents a thorough judgment of value and quality

• Identifies some relevant values and qualities

• Presents a satisfactory judgment of value and quality

• Identifies a limited amount of relevant values and qualities

• Presents a basic judgment of value and quality

Marking scheme:

Sian has saved up $5000 and is looking to invest it in a bank. She has researched her options and has found three different savings accounts. She also isn’t sure if whether she wants to invest the money for one year, five years, or 10 years.

Assess

Sian’s options and write a

Question One:

BANK 1.Simple interest, 8% p.a.

$60 annual fee

BANK 2.Compound interest,

4.8% p.a. No additional fees

BANK 3.6% interest rate,

compounding quarterly


SAMPLE


EL 3

Assess Sian’s options and write a brief statement to Sian suggesting what she should do and why. Show your working in the boxes provided.

a s s e s s

Bank 1.

Bank 2.

Bank 3.

Overall... SAMPLE


EL 3

Make an observation or critically express an opinion or reaction.

The action of commenting is a useful skill because it requires us to consider our own opinions on a subject. We comment on noteworthy events in the news. We also comment on the success of a survey or experiment.

CommentStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of commenting. Each level has the following characteristics:

• Expresses a clear and detailed opinion, observation or reaction

• Provides thorough justification for opinion, observation or reaction

• Expresses a clear opinion, observation or reaction

• Provides some justification for opinion, observation or reaction

• Attempts to express an opinion, observation or reaction

• Provides limited justification for opinion, observation or reaction

Marking scheme:

Plato was an Ancient Greek philosopher who created a theory about an organisation of society called The Republic. In this theory, society is divided into three classes of people:

1. The Philosopher Kings: those who use logic and reason to rule the society.

2. The Warriors: those use their passion to fight are to maintain peace in the society.

3. The Producers: those who farm the fields and work with their hands, to provide the material needs of the society.

In The Republic, individuals are placed in a class based on the natural skills they possess. Each class must perform their designated duties, and only these duties, so that justice and peace can be maintained in the society.

Question One:


SAMPLE


EL 3

Comment on three ways that the organisation of The Republic differs from the structure of modern society in Australia. Give your answer in dot point form.

c o m m e n t

Below is an excerpt from Mark Twain’s The Adventures of Huckleberry Finn. After reading the text, comment on the language used to describe Sherburn, and the representation of his character that it conveys.

Question Two:

“They swarmed up in front of Sherburn’s palings as thick as they could jam together, and you couldn’t hear yourself think for the noise. It was a little twenty-foot yard. Some sung out “Tear down the fence! tear down the fence!” Then there was a racket of ripping and tearing and smashing, and down she goes, and the front wall of the crowd begins to roll in like a wave. Just then Sherburn steps out onto the roof of his little front porch, with a double-barrel gun in his hand, and takes his stand, perfectly calm and deliberate, not saying a word. The racket stopped, and the wave sucked back. Sherburn never said a word—just stood there, looking down. The stillness was awful creepy and uncomfortable. Sherburn run his eye slow along the crowd; and wherever it struck the people tried a little to outgaze him, but they couldn’t; they dropped their eyes and looked sneaky. Then pretty soon Sherburn sort of laughed; not the pleasant kind, but the kind that makes you feel like when you are eating bread that’s got sand in it.”

SAMPLE


EL 3

Carry out, organise or manage tasks, activities or experiments.

The action of conducting is important because it enables us to carry out tasks in an organised fashion. We conduct when we manage experiments in science class. We also conduct when we carry out surveys.

conductStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of conducting. Each level has the following characteristics:

• Considers all features of task

• Displays evidence of accurately following plan

• Obtains meaningful results

• Considers some features of task

• Displays evidence of generally following plan

• Obtains some results

• Considers limited features of task

• Displays limited evidence of following plan

• Obtains limited results

Marking scheme:



SAMPLE


EL 3

Tracey has been learning about sound waves and frequencies in science class this term. She has learnt that the pitch of the sound made as air passes through cylinders or tubes varies depending on their length. This is because the tube supports sound waves of various wavelengths, based on its length.

Conduct the following experiment to investigate the relationship between straw length and pitch.

Materials: • Straw • Scissors

Method:

1. Use the scissors to cut a small triangle out of the top of your straw, which will function like a reed.

2. Put the modified tip of the straw into your mouth and press your lips tightly together while blowing through the straw so that it vibrates to produce a sound.

3. Take the scissors and cut 2cm off the end of the straw. 4. Repeat step one with the shorter straw, taking note of how the pitch has changed. 5. Take the scissors and cut another 2cm off the straw. 6. Repeat steps 2-4 until the straw is too short. 7. Record observations.

Question One:

c o n d u c t

SAMPLE


EL 3

Georgia is investigating the average number of hours people spend engaged in sedentary* behaviours.

Conduct a survey that would provide data that could assist her investigation. You will need to come up with a list of questions to ask your classmates.

*Sedentary: Sitting, Stationary, inactive

Georgia wants the answers to the questions to be quantitative (numbers rather than descriptions).

Question Two:

c o n d u c t

1.

2.

3.

4.

5.

6.

Data

Name Name Name Name Name Name Name

Question

1.

2.

3.

4.

5.

6. SAMPLE


EL 3

Build by combining different items or elements.

The action of constructing is an important way to bring together different elements in order to build something new. We construct when we make a diorama in SOSE. We also construct when we build a boat for a science project.

constructStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of constructing. Each level has the following characteristics:

• Shows all planning• Follows plan all the

time• Displays all items

or elements in final work

• Gives insightful justification for construction

• Shows most planning

• Follows plan most of the time

• Displays most items or elements in final work

• Gives detailed justification for construction

• Shows some planning

• Follows plan some of the time

• Displays some items or elements in final work

• Gives some justification for construction

• Shows limited evidence of planning

• Attempts to follow the plan

• Displays limited items or elements in final work

• Gives limited justification for construction

Marking scheme:

Construct an equation to find the length of the diagonal of a cube:

Question One:

S e c t i o n 4

SAMPLE


EL 3

You are writing a persuasive essay arguing that plastic bags should be banned. Below are some sources which can be used to support your argument.

Use the sources to construct a PEEL paragraph which conveys your argument.

Question Two:

c o n s t r u c t

The indirect and long-term consequences of plastic bag pollution are even now not fully realised. The breakdown of plastic in waterways and soil has the potential to contaminate wildlife and make its way through the food chain back to humans. Up to 80% of the plastic found in an American lake was microscopic. This is a real concern. - Macey Caldwell, Scientist.

Plastic bags are wasteful and despite regular claims that they are mostly recycled, the evidence from the field suggests otherwise; there are calculated estimates that less than 10% of these are actually reused. Therefore, banning the bag would greatly reduce this unnecessary waste. - Professor Davidson, University of Old Scottsdale.

Every day I see the consequences of our wasteful society on the wildlife in the reef. We’ve all seen those confronting images of turtles swallowing plastic bags. Given that a single bag can take up to 1000 years to fully decompose, it’s obvious that the issue isn’t going away and will only continue to grow as more bags emerge into circulation. It’s pretty clear that something needs to be done. - Anton Daly, Marine Biologist

HINT:P: PointE: EvidenceE: ElaborateL: Link

SAMPLE


EL 3


Use your imagination, ideas or previously acquired knowledge to bring into existence.

The action of creating is important in our schoolwork and everyday life. In math we need to be able to create graphs and diagrams to clearly display data. In English, we need to be able to create a text to effectively communicate a message.

createStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of create. Each level has the following characteristics:

• Imagination or idea leads to an insightful concept that is presented in an appropriate format

• Demonstrates detailed knowledge and understanding of the concept

• Clearly and comprehensively responds in an appropriate format

• Imagination or idea leads to a detailed concept that is presented in an appropriate format

• Demonstrates most knowledge and understanding of the concept

• Thoroughly responds in an appropriate format

• Imagination or idea leads to a concept that is presented in an appropriate format

• Demonstrates some knowledge and understanding of the concept

• Responds in an appropriate format

• Imagination or idea leads to a limited concept

• Demonstrates limited knowledge and understanding of the concept

• Attempts response

Marking scheme:

S e c t i o n 4

SAMPLE


EL 3

The information is from a partially completed science fair project on the subject of “cats vs. dogs”. Use the template below to create a poster that presents the information in an engaging way.

Here are some hints:

Question One:

GoalsTo find out if cats or dogs are the

most popular domestic pet.

Cat owners are 30% more likely to live alone than dog owners.

conclusionWhat is your preference?

People claiming to be dog people: 74%People claiming to be cat people: 26%People claiming to hate dogs: 2%People claiming to hate cats: 15%

In a random survey of 1000 people, 459 said that dogs were their

favourite pets, 302 voted for cats, and 239 said they didn’t care

either way.

• Dogs have been domesticated for over 14000 years.

• Cats have been domesticated for over 7000 years.

Cat owners are two times as likely to live in an apartment as opposed

to a house.

“The personalities of dog owners reflect higher sociability than cat owners.”

– Sam Gosling, Research Analyst

Vets who prefer to work with dogs: 28%Vets who prefer to work with cats: 9%Vets who claim to prefer working with both equally: 63%

“The cat is the least tame household animal, but the domestication of cats has been surprisingly successful for a species that retains so much of its inherent wildness.” - Juliet Clutton, Animal Historian

• Come up with an interesting title.• Use pictures to make the board more interesting.• The information does not have to presented in the manner in which it was

collected – be creative! Use graphs, colour, different-sized fonts or include the information in a sentence of your own devising.

• Remember to pick a theme and stick to it so that the final product looks cohesive.

c r e a t e

SAMPLE


EL 3

C r e a t e y o u r p o s t e r

c r e a t e

SAMPLE


EL 3

Read the following diary entry by Harry Finn, a boy genius. Create another diary entry for the following day, keeping Harry's style.

Question Two:

Today was a spectacularly brilliant day. Although my classes were extremely easy, as usual, I sincerely enjoyed helping my peers with their short story drafts. I am planning to hand my own short story in tomorrow and am particularly looking forward to my teacher’s awed expression.

Of course, I received more fan mail today. Mother and Father want to throw away the letters and delete the emails, but I insist that this admiration keeps me motivated and reminds me of my extraordinary successes in my short life.

Of course, I should retire now; I need to appear rested tomorrow for a photo shoot with Time magazine.

Ever yours, Harry.

Date:

c r e a t e

SAMPLE


EL 3

Come to a conclusion.

The action of deciding is of vital importance in everyday life. We decide what to eat for lunch, what to watch on television and who to vote in to be school captain. These decisions are informed by facts, our opinions and experiences.

decideStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of deciding. Each level has the following characteristics:

• Considers all relevant options

• Uses comprehensive reasoning to make a choice

• Considers most relevant options

• Uses detailed reasoning to make a choice

• Considers some relevant options

• Uses appropriate reasoning to make a choice

• Considers a limited amount of relevant options

• Uses basic reasoning to make a choice

Marking scheme:

Brain Teaser

S e c t i o n 4

SAMPLE


EL 3

Question One:

Your pure-bred Chihuahua has had puppies and you want to know who the father is. Using the dialogue from admirers and the information in the table, determine which is the puppies’ father and explain your reasoning.

d e c i d e

“Look at their curly tails. They’re so adorable!”

“They all have such pointy little ears.”

“Such a mixture of colours, all peppered with blacks, greys and browns.”

Siberian Husky German Shepherd Golden Retriever Chihuahua

Coat Thick, long Thick, long Thin, long Thin, long

Primary colours

Grey, white or black

Fawn and black or black

Yellow or black Fawn or black

Physical features

Pointy ears, curly tail

long mane; bushy, straight tail; point ears

Long snout, floppy

ears,straight tail

Dome head, short snout, straight tail

Ideal weight 17 - 27 kg 35 - 40 kg 25 - 35 kg 1 -3 kg

Average weight 50 - 60 cm 60 - 65 cm 50 - 60 cm 14 - 23 cm

Other facts Good herder Good in cold climates

Sheds hair constantly

When bred with husky, puppies

will have blue yes

SAMPLE


EL 3

To plan the visual appearance, structure and/or function of something.

The action of designing is a useful skill as it is a step in bringing imagination to life. We design invitations to birthday parties or the artwork for a new school mural.

designStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of designing. Each level has the following characteristics:

• Creates and plans an effective and insightful vision or structure

• Uses and explains all design elements

• Presents clear vision or structure in an appropriate and effective medium

• Creates an effective vision or structure

• Uses and explains most design elements

• Presents clear vision or structure in an appropriate medium

• Creates a basic vision or structure

• Uses and explains some design elements

• Presents vision or structure in a satisfactory medium

• Attempts to create a vision or structure

• Uses some design elements

• Presents some vision or structure

Marking scheme:

Handy FormulasThe trigonometric ratios use an angle, and a combination of the various sides of a right-angled triangle:

HINT:Trigonometric Functions:

sin(θ) = opphyp

cos (θ) = adjhyp

tan (θ) = oppadj

V = πr2hC = πD

hyp

adj

opp

θ

S e c t i o n 4

SAMPLE


EL 3

Question One:

Bill has many silos on his farm that are used for storing grain in the paddock during harvest. His silos are all cylindrical, with a cone shape at the bottom that acts as a funnel for emptying them.

The angle of decline of the funnel is very important, as it is the primary factor in determining the amount of grain that gets stuck when emptying the silo. Bill’s best silo had a circumference of 12.5 m, and a funnel with a height of 2.5 m. This silo has the optimal angle of decline to ensure that nothing gets stuck. A diagram is provided below:

Bill wants another silo with an identical angle of decline, but a circumference of 20 m. He also wants the cylindrical section of the silo to have a volume of *** m3. Design a silo with these dimensions, that has the same angle of decline as Bill’s best silo.

d e s i g n

Show your working:

Circumference = 12.5 m

Height of Funnel = 2.5 m

Angle of Decline = ???

SAMPLE


EL 3

Question Two:

1. Below are some examples of Burgers ‘R’ Us logos. Design one in a similar style for their new Sydney store.

d e s i g n

Design your logo:

SAMPLE


EL 3

2. Burgers ‘R’ Us wants to create an ad to put on television and online to advertise their new store. Create a storyboard (essentially a flowchart through the scenes) for an advertisement that meets these criteria:

d e s i g n

• Includes the address of the new shop: 15 Windmill Street, Sydney• Includes at least one shot of their burgers• Features at least four different scenes or images in the flowchartSAMPLE


EL 3

To progress into a more advanced or detailed state.

The action of developing is important because it allows us to build on ideas and further our progress on a task. We develop the plot when we write a short story. We also develop when we build on research questions in a history assignment.

developStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of developing. Each level has the following characteristics:

• Chooses a clear and detailed end goal

• Uses a logical and effective procedure to achieve goal

• Insightful detail and justification added to original work

• Chooses a clear end goal

• Uses an effective procedure to achieve goal

• Clear detail or justification added to original work

• Chooses an end goal

• Uses a basic procedure to achieve goal

• Some detail or justification added to original work

• Attempts to choose an end goal

• Makes steps towards an end goal

• Limited detail added to original work

Marking scheme:

Brain Teaser

S e c t i o n 4

SAMPLE


EL 3

Question One:

Tom has written an essay about USA propaganda during World War Two, but has not yet written his introduction or conclusion.

Develop an introduction and conclusion for Tom’s essay.

d e v e l o p

Body of the Essay

Particularly, propaganda featuring caricatures of Hitler was highly popular with the citizens of the USA due to the comically or grotesquely exaggerated representation of the leader of the Nazi Party. These were most often used in the factories in an attempt to increase productivity by using fear of Hitler to motivate and inspire workers. Slogans from these posters included “Adolf gets the jitters, when you handle tools carefully and keep them in repair” and “Bowl them over with more production”. The caricatures of Hitler accompanying these slogans often depicted the dictator with a frightened expression and unkempt hair, indicating to the factory workers that their efforts towards strengthening America were of great distress to the dictator. Propaganda posters aimed at factory workers are considered to be one of several major influences in the increase in productivity.

Furthermore, satirical language was used extensively in propaganda posters to attack the position of the Nazi Party through irony, derision and wit. The aim of using satirical language in propaganda posters was not only to ridicule the Nazi Party and Hitler, but also to attack so-called “lazy” factory workers and soldiers. A popular poster from 1942 had the caption “Don’t be a Nazi pig – keep the plant clean!” The proliferation of satirical language was important as it used humour in a way that could alter and manipulate peoples’ perceptions by allowing them to view the situation from different perspectives.

Moreover, patriotism was a fundamental element of American culture during World War II and it influenced the creation of propaganda. Many posters featured slogans that appealed to the American people and included the presence of an eagle, an iconic US symbol, as well as a spirit of optimism that the USA would win the war. Patriotism was instrumental within American society dating back to the original War of Independence against the British and was, therefore, a key tool that the government could use to unite and inspire the American people. Some posters that invoked a sense of patriotism read “The work, the brains and ingenuity of every M.H.R employee is helping to win this war!” and “Your job is your gun, give the enemy hell!” Most of these posters included a red, white and blue colour scheme – the colours of the American flag, thus resonating with the embedded patriotism of Americans, even if only on a subconscious level.

Introduction: SAMPLE


EL 3

Develop an introduction and conclusion for Tom’s essay.

d e v e l o p

Conclusion:

Question Two:

Jason builds stools that are made up of a cylindrical stand and a hemisphere-shaped seat. Jason makes the stools in custom sizes, however the diameter of the hemisphere must be double the diameter of the cylinder and the height of the stand must be 1.5 times the diameter. He makes the stand out of a type of metal that costs $3 per cubic meter and the seat out of a type of plastic that costs $4.50 per cubic meter. Develop an equation to help Jason calculate the cost of a stool based on the diameter of the cylinder.

Show your working:

SAMPLE


EL 3

Plan, invent or create from existing knowledge or principles.

The action of commenting is a useful skill because it requires us to consider our own opinions on a subject. We comment on noteworthy events in the news. We also comment on the success of a survey or experiment.

deviseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of devising. Each level has the following characteristics:

• Creates an insightful response to the source

• References all relevant information in response

• Response achieves purpose

• Creates an original response to the source

• References some information in response

• Response achieves some purpose

• Creates a response to the source

• Attempts to reference information in response

• Limited success in achieving purpose

Marking scheme:

Question One:

Jonathon has written a paragraph arguing that school uniforms make school a more effective place to learn, and are therefore important. Leslie strongly disagrees with Jonathon’s position. Use the sources below to devise a response that she could write to Jonathon’s work.

Jonathon’s Paragraph: School uniforms play an important role in education because they encourage a sense of community, identity and school pride. Uniforms negate disparities in socio-economic status and wealth by placing students on a level playing field where brands can not be compared or used as a way to flaunt status. Further, wearing a uniform eliminates the pressure and anxiety that can come with choosing clothes to impress peers each day, and ensures that clothing length and style is appropriate and practical for the school situation. Thus, uniforms enhance the learning experience of school students by taking the focus away from fashion and directing it back to education.


SAMPLE


EL 3

d e v i s e

Source 1:

“Restricting the clothing choices of students only causes disobedience and non-compliance. This detracts from valuable class time and requires constant uniform checks. 80% of students at my school do not want to wear a uniform. We should be trying to make the students happy if we want them to experience success at school.” – Mr Johnson, School Principal

Source 2:

“Clothing is one of the greatest symbols of personal expression and identity. We should be encouraging individualism, not squashing it out. Teenagers should be able to express themselves at school.” – Miss Yates, Science teacher

Source 3:

“School uniforms make my daughter unhappy and this impacts her learning experience. She finds the heavy skirt uncomfortable and wishes that she could just wear jeans. Uniforms are not practical at all, especially for girls. They’re also very expensive.” – Tracy, concerned parent.

SAMPLE


EL 3

Question Two:

Jenny is visiting Australia and she doesn’t read English very well so she can’t understand written directions. You want to give her something that will help her get from your house to the shops. The directions are as follows:

At the end of the street turn left and follow the road along the pine forest. Turn right at the roundabout and follow that road past the duck pond on the left. Turn left at the showground, where there will be a ferris wheel. Follow the road past the church and then turn right. The shops will be on the left.

Devise a map showing these directions, which Jenny will be able to follow to get to her destination.

d e v i s e

Show your working:

SAMPLE


EL 3

Communicate different arguments, issues or ideas and provide points for and/or against.

The action of discussing is tremendously important in both school and everyday life. When there is a topic with multiple arguments and viewpoints, discussing is when we elaborate on those points.

Discuss Student-friendly version:




Student’s work has demonstrated their knowledge and understanding of discuss. Each level has the following characteristics:

• Provides an insightful overview of the topic

• Makes multiple insightful statements for and against the topic

• Communicates information clearly and concisely

• Provides a thorough overview of the topic

• Makes multiple statements for and against the topic

• Communicates most of the information clearly

• Provides some overview of the topic

• Makes statements for and against the topic

• Communicates some of the information clearly

• Attempts to give an overview of the topic

• Makes a statement for or against the topic

• Attempts to communicate information

Marking scheme:

Brain Teaser

S e c t i o n 4

SAMPLE


EL 3

Question One:

Alice in Wonderland is a novel by author Lewis Carrol. The story explores the key theme of growing up, and the often awkward and confusing transition from childhood to adulthood. This is illustrated by Alice’s journey in Wonderland, as she is exposed to many bizarre and strange situations.

Read the following passage from the novel.

Discuss what the passage indicates about growing up, and how Alice feels about it. Consider the bolded quotes and the illustration of Alice growing shown below.

d i s c u s s

Just at this moment Alice felt a very curious sensation, which puzzled her a good deal until she made out what it was: she was beginning to grow larger again, and she thought at first she would get up and leave the court; but on second thoughts she decided to remain where she was as long as there was room for her. "I wish you wouldn't squeeze so," said the Dormouse, who was sitting next to her. "I can hardly breathe.“

"I can't help it," said Alice very meekly: "I'm growing.” "You've no right to grow here," said the Dormouse. "Don't talk nonsense," said Alice more boldly: "you know you're growing too.” "Yes, but I grow at a reasonable pace," said the Dormouse: "not in that ridiculousfashion."

(Wonderland 11.28-33)

SAMPLE


EL 3

Determine the quality, significance or value of something.

The action of evaluating is particularly important in determining the worth of decisions or statements based on certain criteria. For example, if we were walking through a supermarket, we would evaluate whether we should buy certain products based on our needs.

evaluate Student-friendly version:




Student’s work has demonstrated their knowledge and understanding of evaluate. Each level has the following characteristics:

• Employs all relevant information and processes

• Demonstrates comprehensive understanding of the quality, significance or value

• Provides an insightful statement of conclusion

• Employs some relevant information and processes

• Demonstrates detailed understanding of the quality, significance or value


• Employs limited relevant information and processes

• Demonstrates some understanding of the quality, significance or value

• Provides some statement of conclusion

• Attempts to employ relevant information and processes

• Demonstrates limited understanding of the quality, significance or value

• Attempts a statement of conclusion

Marking scheme:

Brain Teaser

S e c t i o n 4

SAMPLE


EL 3

Question One:


e v a l u a t e

SAMPLE


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Question Two:

Below is a letter that was sent to a student’s mother after they submitted a poorly written English assignment. Evaluate the letter and how appropriate it is for a teacher to write, considering how neutral and formal the language is.

Hello Darlene’s mother,

It has been brought to my attention that your daughter has submitted an essay that she may well fail. I understand your printer didn’t work the night before, but there are printers available in the school free of charge. Upon suggesting this to your daughter, she claimed her USB had broken only a few hours prior to the allocated time that assignments were supposed to be handed in – this seemed a bit coincidental!

Your daughter was given seven weeks to submit this assignment, meaning she could have printed off drafts earlier, saved her work to another computer, or at least shown me evidence of work at some time in the term. She has failed to take any precautions with her work and will now get a big, fat F on her report card. You and I are good friends and I do like your daughter, but rules are rules and I can’t give her an extension.

However, you can go to the principal and claim mental health issues in order to avoid the fail.

Yours sincerely,

Catherine George

e v a l u a t e

SAMPLE


EL 3

Investigate a testable question to discover or prove something.

The action of experimenting is relevant for asking questions and running tests in order to prove the issue correct or incorrect. For example, in science class, you may be asked to do an experiment to see if different exposures to sunlight affect the growth of sunflowers.

experimentStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of experimenting. Each level has the following characteristics:

• Provides detailed and clear plan

• Performs comprehensive and well-controlled investigation

• Records and effectively presents all results

• Insightful explanation of all results

• Considers all safety aspects

• Provides detailed plan

• Performs well-controlled investigation

• Records and clearly presents most results

• Clear explanation of most results

• Considers most safety aspects

• Provides some plan

• Performs an investigation

• Records some results

• Some explanation of results

• Some consideration of safety

• Provides limited plan

• Performs basic investigation

• Records limited results

• Limited explanation of results

• Basic consideration of safety

Marking scheme:

Below are two uncoloured pictures of the same scene accompanied by a word referring to mood and a simple description.

a) Experiment with colour to fill out the pictures in a way that conveys the given moods and reflects their description.

Question One:

Picture 1Mood: Eerie Description: It was a dark night. There were strange sounds in the forest. The road was covered by fog.


SAMPLE


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e x p e r i m e n t

Picture 2Mood: Cheerful Description: The forest was bright. The river was blue and nicely flowing. The sound of animals was everywhere.

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b) Experiment with figurative language to make the description more effective and entertaining. (Consider metaphors, personification, similes etc.)

c) Explain the result that was achieved following your experimentation.

e x p e r i m e n t

Picture 1.

Picture 2.

SAMPLE


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Look closely, to scrutinise or examine in greater detail.

The action of exploring is very important. We explore new concepts and ways of thinking every day at school. We explore the roles of different chemicals in science and we explore the use of different language techniques in English.

exploreStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of exploring. Each level has the following characteristics:

• Provides insightful purpose for exploration

• Examines all relevant elements

• Provides reasonable purpose for exploration

• Examines some relevant elements

• Provides basic purpose for exploration

• Examines limited elements

Marking scheme:


S e c t i o n 4

SAMPLE


EL 3

Question One:

The equation of a parabola can be represented in the following form, where a, b and c represent real numbers:

y = a(x + b)2 + cThe following graph shows the function y = x2.

Explore the effect of changing a, b and c by using the tables of values provided to plot three more functions alongside y = x2. Briefly explain your results.

e x p l o r e

Function: y =xy

Function: y =xy

Function: y =xy SA

MPLE


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Question Two:

Below are some excerpts from Charles Dickens’ A Christmas Carol. Explore the type of character that Ebenezer Scrooge is portrayed to be by considering traits such as personality, physical appearance and the way he speaks/ is spoken too.

e x p l o r e

Hard and sharp as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster. The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. A frosty rime was on his head, and on his eyebrows, and his wiry chin. He carried his own low temperature always about with him.

"I live in such a world of fools…”

"It's not my business," Scrooge returned. "It's enough for a man to understand his own business, and not to interfere with other people's. Mine occupies me constantly.”

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Communicate an idea, thought, opinion or subject matter using text, symbols or diagrams.

The action of expressing is important for conveying our thoughts. We express opinions in class debates and discussions. We also express percentages as fractions or decimals in maths.

expressStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of expressing. Each level has the following characteristics:

• Clearly and logically communicates an idea, thought, opinion or content matter.

• Shows thorough understanding of topic

• Communicates an idea, thought, opinion or content matter

• Shows some understanding of topic

• Attempts to communicate an idea, thought, opinion or content matter

• Shows limited understanding of topic

Marking scheme:

Question One:



SAMPLE


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Question Two:

John is an aspiring AFL player and is aiming to make the 1st Division team at his high school. John has compiled his scoring distances from his last five matches to present to the coach:

33, 27, 43, 27, 33, 37, 39, 40, 32, 28, 30, 41, 35, 27, 24, 43, 39, 43, 26, 33, 37, 44, 33, 44, 41

Express John’s scoring distances as a frequency histogram.

e x p r e s s

HINT: Group the data into classes.

Show your working:

SAMPLE


EL 3

To create an idea, text or process.

The action of generating is important in and outside of the classroom. We generate when we create an itinerary for a holiday. We also generate discussions based on graphs and tables in maths and science.

GenerateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of generating. Each level has the following characteristics:

• Creates an insightful text, idea or process

• Uses all relevant information

• Comprehensively and accurately explains the new text, idea or process

• Creates an idea, text or process

• Uses some relevant information

• Explains the new text, idea or process in some detail

• Attempts to create an idea, text or process

• Uses limited relevant information

• Attempts to explain the new text, idea or process

Marking scheme:

Brain Teaser


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Question One:

Read the following email and generate a diagram of the car crash Mark witnessed.

Use the following grid for your diagram:

G e n e r a t e

Subject: I just witnessed a crash!

Hey Andy,

I just saw a huge crash on my way to work. I can’t believe it. Thankfully, everyone was ok.

I was just travelling south down Wentworth Rd when the lights went red at the intersection of Anderson St. I slowed down but the car in front of me didn’t seem to realise and began accelerating. It looked like the driver was talking on his phone or something. When they got the green light, the first car that took off from the intersection and was travelling west on Anderson hit the speeding car on its left-hand rear door. The car in front of me spun around but thankfully didn’t roll. Neither car could be driven after that. The car that ran the red light had a tyre sticking out at a weird angle, and the guy who hit him had smoke billowing out of his bonnet.

I got out of my car to help but both of them were able to get out of their cars by themselves and were just a little shaken up. Traffic was terrible after that and because I was a witness I need to go to the police station later to give them a statement. Let’s just say that not much work will be done today.

Pretty eventful! How’s work going? Still on for lunch tomorrow?

Mark

New Message

KEY:

Traffic light

Mark’s vehicle

Vehicle in front of Mark

Vehicle travelling west

Point of impact

X

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Question Two:

The following table outlines the number of students enrolled at five Australia universities from 2008-2012.

Generate a graph that shows the enrolment at all five universities over the five year period.

g e n e r a t e

University 2008 2009 2010 2011 2012

Monash University (Victoria) 50 096 52 955 53 879 55 000 56 000

The University of Sydney (New South

Wales)47 148 46 740 45 988 45 876 45 000

The University of Melbourne (Victoria) 40 279 40 587 41 290 41 945 42 5000

RMIT University (Victoria) 27 857 26 995 26 108 25 872 24 000

The University of New South Wales (New South Wales)

40 017 40 543 41 102 41 871 42 300

Show your working:

SAMPLE


EL 3

Use prior knowledge, information or theories to explain the underlying reason for an observation or to create a prediction.

The action of hypothesising is important in the classroom and in everyday life. We hypothesise when we look at the clouds and predict whether or not a storm is coming. We also hypothesise in history when we speculate about what information our research might lead us to find.

hypothesiseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of hypothesising. Each level has the following characteristics:

• Considers most observations

• Creates an insightful testable explanation

• Fully supports explanation with relevant theories, knowledge and information

• Considers multiple observations

• Creates an appropriate testable explanation

• Supports explanation with relevant theories, knowledge and information

• Considers some observations

• Creates some explanation

• Supports explanation with some relevant theories, knowledge and information

• Considers limited observations

• Attempts to create an explanation

• Supports explanation with limited relevant theories, knowledge and information

Marking scheme:

Question One:

In World War Two, Germany was under strict control of the Nazi Party. In the 1930s, the party encouraged ceremonial book burnings to destroy any books they believed opposed the ideas of Nazism. The literature to be banned included:

• The novels of Englishman H.G. Wells and American Ernest Hemingway• Literature promoting pacifism (the belief that war and violence are unjustifiable)• Any text written by a Jewish author, including the German Franz Kafka

S e c t i o n 4

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Question Two:

Create a hypothesis about the information in the following table. Look for any trends in the data, and then use reasoning to explain these trends.

h y p o t h e s i s e

Maximum Daily Temperature Daily Power Consumption for XYZ31°C 328kWh36°C 361kWh27°C 294kWh23°C 287kWh 28°C 300kWh34°C 350kWh37°C 364kWh40°C 378kWh

Hypothesise why the Nazis encouraged book burnings, including why the listed examples were forbidden.

SAMPLE


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Systematically examine or inquire to reach a conclusion or conclusions.

The action of investigating is an extremely useful skill to learn. At school, we investigate in order to explain the results of a science experiment and we investigate how different words change the meaning of a text.

investigateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of investigating. Each level has the following characteristics:

• Uses a logical method for examination

• Provides all findings

• Comes to an accurate and insightful conclusion


• Provides most findings

• Comes to a detailed conclusion


• Provides most findings

• Comes to a detailed conclusion

• Uses a disorganised method for examination

• Provides limited findings

• Attempts to come to a conclusion

Marking scheme:


S e c t i o n 4

SAMPLE


EL 3

Question One:

You have been given the task of analysing the 100 metre sprint at the Queensland State Titles. The images below were taken from above the track every second during the race. Using these images provided, answer the following questions.

Use the images to investigate who would come second and third if everyone maintained their speed (from 10 – 11 seconds) until the finish line.

i n v e s t i g a t e

SAMPLE


EL 3

Adapt, change or alter to suit an intended purpose.

The action of manipulating is important. We manipulate in English when we adapt language to fulfil the purpose of a persuasive essay. We also manipulate data to make it clearer to understand or to support a certain claim.

manipulateStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of manipulating Each level has the following characteristics:

• Displays comprehensive understanding of intended purpose

• Makes appropriate and insightful changes to the original work

• Displays some understanding of intended purpose

• Makes appropriate changes to the original work

• Displays limited understanding of intended purpose

• Makes limited appropriate changes to the original work

Marking scheme:

Question One:

Manipulate the following equations to make b the subject.

a) C = + 3b + 5a22ab + aa

(a2 b3)(a-4b3)3 ab

b) C =

S e c t i o n 4

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Question Two:

Jackson’s dietitian has provided him with the following meal to help him limit his calorie intake:

However, Jackson forgot to tell the dietitian that he is a vegetarian and is allergic to bananas. Using the list below, manipulate Jacksons meal plan to suit his requirements. The new meal plan should have a similar number of calories to the original plan.

m a n i p u l a t e

Breakfast Coffee, bowl of cereal

Morning Tea Banana bread, apple

Lunch Orange juice, salad sandwich

Afternoon Tea Banana, cup of tea

Dinner Steak and vegetables

Dessert Fruit and yoghurt, cup of tea

Food/ Meal Calories

Bowl of cereal with milk 125

2 pieces of toast with honey 180

Bacon and eggs 650

Apple 102

Banana 89

Orange 94

Cheese and whole grain biscuits 300

Carrot cake muffin 415

Carrot sticks 80

Cheese and biscuits 300

Cup of tea - with milk 25

Cup of coffee - with milk 10

Orange juice 45

Milo 200

Vegemite sandwich 187

Garden salad 100

Garden salad with chicken 300

Sushi 375

Salad sandwich 370

Nachos and salad 450

Steak and vegetables 600

Rice and vegetables 250

Pumpkin and vegetables 71

Fruit and yoghurt 255

SAMPLE


EL 3

Your meal plan should also include one food from each food group:

First calculate how many calories are included in the original meal plan:

Create a new meal plan with a similar amount of calories:

m a n i p u l a t e

Breakfast Coffee ________, Bowl of cereal ________

Morning Tea Banana bread ________, Apple ________

Lunch Orange juice ________, Salad sandwich ________

Afternoon Tea Banana ________, Cup of tea ________

Dinner Steak and vegetables ________

Dessert Fruit and yoghurt ________, Cup of tea ________

Total Calories:

Breakfast

Morning Tea

Lunch

Afternoon Tea

Dinner

Dessert

Total Calories:

SAMPLE


EL 3

Suggest a probable result based on available information.

The action of predicting is a valuable skill. We predict weather patterns so that people can make plans. We predict who will win the soccer game on the weekend, and we predict what questions will be on our exams. In science class, we often predict the outcome of an experiment before we actually perform it.

PredictStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of predicting. Each level has the following characteristics:

• Provides insightful prediction, with consequences explained

• Prediction contains clear and logical link to given and implied information

• Provides reasonable prediction

• Prediction contains some link to given or implied information

• Provides basic prediction

• Prediction contains some link to given information

• Provides limited prediction

• Attempts to link prediction to given information

Marking scheme:

Brain Teaser


SAMPLE


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Question One:

The following universities are trying to encourage students to enrol and have given their attendance statistics to you, the data expert, to analyse.

Predict the enrolment statistics for 2012 and give a brief explanation for your prediction.

p r e d i c t

Five Australian University Enrolment Statistics (all Students)

University 2008 2009 2010 2011 2012

Monash University (Victoria) 50 096 52 955 53 879 55 000

The University of Sydney

(New South Wales)47 148 46 740 45 988 45 876

The University of Melbourne

(Victoria)40 279 40 587 41 290 41 945

RMIT University (Victoria) 27 857 26 995 26 108 25 872

The University of New South Wales (New

South Wales)40 017 40 543 41 102 41 871

SAMPLE


EL 3

Give an idea, argument, perspective or suggestion for consideration.

The action of proposing is very important. We propose arguments and ideas every day. We propose our ideas about topics with friends and family and we propose our point of view in essays and speeches.

proposeStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of proposing. Each level has the following characteristics:

• Provides an insightful idea, argument, perspective or suggestion for consideration.

• Idea clearly links to topic• Suggestion has thorough

justification

• Provides a basic idea, argument, perspective or suggestion for consideration

• Idea has some relevance to topic

• Suggestion has some justification

• Provides a limited idea, argument, perspective or suggestion for consideration

• Idea has limited relevance to topic

• Attempts to justify suggestion

Marking scheme:

Question One:



SAMPLE


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Question Two:

An extremely important task for many environmental scientists is to test whether the drink water or water that people swim in is contaminated by anything. One major contaminant is bacteria from our stomachs that comes out in human faeces; if someone comes in contact with these bacteria, they can become very sick. Since these bacteria live in our stomachs, it thrives in temperatures and in acidity like that in our stomachs.

If you were to come across a small sample of water that was contaminated with the bacteria found in our stomach, propose some possible actions you could take to kill such bacteria.

p r o p o s e

SAMPLE


EL 3

Take an abstract idea and create something concrete.

The action of realising is important as it allows us to take a complex or ambiguous collection of information and produce something which has a clearer and more definite meaning. We realise when we turn chords into notes on a stave in music. We also realise when we turn coordinates into locations plotted on a grid.

realiseStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of realising. Each level has the following characteristics:

• Response demonstrates thorough planning and consideration.

• Response has brought a clear and logical reality to an understanding

• Response demonstrates some planning and consideration.

• Response has brought some reality to an understanding

• Response demonstrates limited planning and consideration.

• Response has attempted to bring reality to an understanding

Marking scheme:

Question One:

Pam is 1 cm shorter than Lachlan. Jeremy is 22 cm taller than Lachlan. Aiden is 14 cm taller than Ruth and Ruth is 5 cm taller than Kaitlyn. Pam is 9 cm shorter than Kaitlyn. Aiden is 181 cm.

Realise this information by drawing a picture which displays the height of each person in relation to everyone else.

200 cm

120 cm

80 cm

40 cm

0 cm

160 cm


SAMPLE


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Question Two:

Abstract art focuses on shapes, lines and colours rather than a literal depiction of surroundings. This means the art work is open to interpretation and has a meaning which is ambiguous due to its departure from reality.

Below is an abstract painting. Realise the ideas in the painting by sketching a picture that conveys a concrete interpretation of the original work.

r e a l i s e

Show your working.

SAMPLE


EL 3

Establish a process in order to determine the value, success or dependability of something.

The action of realising is important as it allows us to take a complex or ambiguous collection of information and produce something which has a clearer and more definite meaning. We realise when we turn chords into notes on a stave in music. We also realise when we turn coordinates into locations plotted on a grid.

testStudent-friendly version:




Student’s work has demonstrated their knowledge and understanding of testing. Each level has the following characteristics:

• Designed and carried out clear, accurate and appropriate measures for testing

• Clear record of results• Thorough and logical

conclusions drawn

• Designed and somewhat carried out appropriate measures for testing

• Record of results • Relevant conclusions

drawn

• Limited design and implementation of measures for testing

• Limited record of results • An attempt made to draw

conclusions

Marking scheme:

Brain Teaser


SAMPLE


EL 3

Question One:

The sine and cosine rule can both be used to solve for missing sides and angles in a triangle. Both rules need different information in order to be useful.

Tamara has drawn a number of triangles, but is not sure if they are possible. Use the Sine and Cosine rule to test whether the triangles can exist.

t e s t

Yellow Triangle:

Red Triangle:

Orange Triangle:

Cosine Rule: c2 = a2 + b2 – 2abcos(C )

5 7

4

2.84

3.82

2.748

AB C

2095

50

3045

a

bA

B

C

c

Sine Rule:a b c

sin (A) sin (B) sin (C)= =SAMPLE


EL 3

Please note that this is a draft version of Pathways to Success: Cognitive Verbs.

Answers to be continued.

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A n s w e r s & M o d e l R e s p o n s e s

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Page 278Pathways to Success Cognitive Verbs

FUNDAMENTAL LEARNING – Visual literacy

Task 15 - Model Response:


The play button shown on most media devices is primarily effective because of its simplicity. The symbol is a triangle pointing to the right, and since most cultures read from left to right, many people can understand it to mean ‘start’ or ‘go’ without written language. Also, it does not need to be viewed closely due to its clear shape


The paintings reflect the goals of Impressionism – to capture sensations and moods rather than rigidly portraying the subjects – through a number of visual elements. They have muted backgrounds, strong moods and a distinct rough texture due to the fast, free-flowing brushwork of the movement. The first painting uses faded colours and lacks clear lines, particularly between the sea and the sky. This creates a peaceful mood and a strong sensation of being at sunset on the water. The second painting uses a rough texture and soft lighting to create a sensation of movement, as if the girl is about to stand up from her chair. It creates an interested mood. Similarly, the third painting also conveys a sense of movement, particularly by arrangement of the girl’s raised foot. The blended texture of the background defies realism and focuses the viewer’s attention on the girl. The painting creates a mood of movement and mischief. Ultimately, the visual aspects of all three paintings work together to reflect the goals of the Impressionist movement.

Answers to be continued...

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FUNDAMENTAL LEARNING – NUMERACY

Task 18 (CV: Decide)a) Pie chart

b) Bar graph

c) Histogram

d) Line graph

Task 19 (CV: Interpret)

a) August

b) 32°C − 30°C =2°C

c) Range = highest average temperature-lowest average temperature

= 33°C − 29°C= 4°C


1.

2.



a) b) c) d) e)

a) b) c) d)

12

2613

23

15

45

35

75

65

15

38

9241324

16

424

43

43206

52

25

103

a)

Marcus: × × =

Arthur: × =

Ashton: × × =

Trevor: × × =

b)

Ashton's method: × × =

Arthur's method: × =

Difference: × =

12

12

12

12

12

12

14

14

14

12

14

112

132

124

124

196

18

14

15

12

18

116

132

132

140

425

1001

40025

16%

425

1001

8005

160%

8585

1001

30016

18.75%

3163

16100

1

1001

8005

1 × 5 + 35

160%

35

85

1

a) $2 of $10 000

= × 100%

= 0.02%

b)

7c of $4.20= 7c of 420c

= × 100%

= 1.67%

c)

60 cm of 5 m= 60 cm of 500 cm

= × 100%

= 12.00%

d)

8 min of 1 week1 week = (7 x 24 x 60)min= 10 080 min

= × 100%

= 0.08%

$2$10 000 60 cm

500 cm 8 min10 080 min

7c420c

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Task 24 (CV: Determine)

Swim time = (100% - 20%) × original swim time= 80% × 55 s= 0.8 s 55= 44 seconds

Task 25 (CV: Apply)

The groceries are cheaper in New Zealand by AUD $3.21.


Number of boys = 28 − 16 = 12Ratio of girls:boys = 16:12 = 4:3

Task 23 (CV: Solve)

a) 13% of $200

= × $200

= $26

b) 145% of $2840

= × $2840

= $4118

c) 5.2% of 1.58 × 104 tonnes

= × 1.58 × 104 tonnes

= 822 tonnes

d) 0.021% of 25 868 742 people

= × 25 868 742 people

= 5400 people

13300

5.2100

0.021100

145100

Australia New ZealandPrice without

GSTGST

Price including GST

Price without GST

GSTPrice

including GSTPoncho $2.30 10% $2.53 $2.44 12.5% $2.75

Loaf of bread $1.90 10% $2.09 $1.75 12.5% $1.97

2L Milk $3.10 10% $3.41 $1.93 12.5% $2.17

Ice cake $5.50 10% $6.05 $4.60 12.5% $5.18

Total: $14.08 Total: $12.07


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pathways to problem solving

Task 43 (CV: Determine)Performing the opposite operation to the information given, starting at the number 2, gives:

2 × 4 = 883 = 512

512 − 8 = 504504 ÷ 3 =168

168 + 27 = 195


Task 45 (CV: Extrapolate)

a) b)

1. Take the south exit out of the airport2. Take the first left3. Take the next right4. Continue down this road until the end of

the street5. Turn right6. Take the second left7. Continue until you reach the last house on

the right side of the street


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C o g n i t i v e v e r b i n d e x


Cognitive verb: calculate

Q1 - Model Response:Total area = trapezoid + 2 triangles + parallelogram + square

Trapezoid: A = ½ × ((b1 + b2) × h)

= ½ × ((3 + 4.23) × 1.21)= ½ × 8.7483= 4.37415 m2

Triangle 1: A = ½ × b × h

= ½ × 3.56 × 1.9= 3.382 m2

Triangle 2: A = ½ × b × h

= ½ × 3.4 × 3.3= 5.61 m2

Parallelogram: A = b x h

= 4.23 x 3.78= 15.9894 m2

Square: A = s2

= 2.132= 4.5369 m2

Therefore, the total area of the window is A = 4.37415 + 3.382 + 5.61 + 15.9894 + 4.5369

= 33.89245≈ 33.9 m2

Q3 - Model Response:

a) 1. The BBQ area:

Degrees right: 225Degrees left = 360 – 225 = 135

2. The most southern tree :Degrees right: 270Degrees left = 360 – 270 = 90

3. The band stand: Degrees right: 35Degrees left = 360 – 35 = 325

4. The church:Degrees right: 105Degrees left=360-105=255

5. The playground:Degrees right: 145Degrees left=360-145=215

b) Scale 1:1000.

Therefore 1 cm on the map represents 1000 cm in real life.

1000 cm = 10 m

Therefore, every centimetre represents 10 metres.

1. The BBQ area:4.2 cm = 42 m

2. The most southern tree :4 cm = 60 m

3. The band stand: 7.5 cm = 75 m

4. The church:6.2 cm = 62 m

5. The playground:7.5 cm = 75 m

level 1 - cognitive verbs


Find x: Volume of cube = s3

V = 8 s =x8 = x3

x = 8x = 2 m

Find y:

Volume of prism = l × w × ℎV = 2000 m l = y w =10 m ℎ =10 m

2000 = y × 10 × 10

2000 = 100y

y =

y = 20 m

Find z:

Volume of cylinder = π × r² × h

V = 1847.50 r = = 7 h = z

1847.50 = 3.142 × 72 × zz = 1847.50 ÷ (3.142 × 49)

z = 12.000025z ≈ 12 m

⸫ x = 2 m y =20 m z ≈ 12 m

2000100

142

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Cognitive verb: clarify

Cognitive verb: comprehend


a) The picture is depicting the detachment and logic of the Cheshire cat. This is shown through the literal disembodiment of his head, which is floating above the men who are arguing. He is seen as physically removed from the situation, in a neutral position which allows him to analyse and make judgments on the events of Wonderland from an objective perspective. Further, his facial expression is unemotional despite the anger and emotion of the men in the argument below. These facets combine to form the impression that the Cheshire cat is in a position of knowledge, reason and neutrality.

b) The Cheshire cat means that in the crazy and nonsensical wonderland, Alice’s logic and reason seems out of place and even ‘mad’. The worlds of Alice and the inhabitants of wonderland are so different from one another that each perceives the other as ‘mad’ and ridiculous, simply because they are different. The Cheshire Cat says Alice is mad for approaching such a nonsensical world with logic and reason.



a) Australia won 14 gold medals.

b) China won the most gold medals.

c) China won 100 medals in total. (Gold = 51; silver = 21; bronze = 28)(51 + 21 + 28)

d) The United States won the 110 medals in total, which was the most out of all the countries.


The extract says that Heidi has just spent her first night in Frankfurt, something which she seems a little overwhelmed by. These feelings appear exacerbated by the size and grandeur of everything in the room, including the bed, which is described as high. Further, as she is unable to see out the window or lift the heavy curtains, it can be inferred that Heidi is only a small girl who feels insignificant in her large surroundings. This point is exaggerated by the fact that she feels as though she is trapped in a bird cage. While she is somewhat excited by the interesting things in her room, she mostly feels confused, trapped, alone and a little sad that she cannot see what she longs for out of the window.


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level 2 - cognitive verbsCognitive verb: analyse

Cognitive verb: apply

Q2 - Model Response:The Great Gatsby would have sold well after World War Two as many of the issues that were addressed in the novel – which was written after World War One – would have been relevant again after the end of another world war. Additionally, the novel was more popular (sold more copies) in America. This was probably as the American setting of the novel would have been more likely to resonate with American readers than English ones.

Q1 - Model Response:The shield shows two standing lions rampant facing each other with claws drawn. This may be a symbol of the family’s courage, pride or their skill in battle. The shield may also express fairness - since the two lions are symmetrically positioned and take up the same amount of space.

Cognitive verb: categorise


Mathematical Property Corresponding Numbers

Negative –8, –4, –3

Positive 1, √2, 2, 3, π, 4, 5, 7, 8, 9, 16, 27

Odd –3, 1, 3, 5, 7, 9, 27

Even –8, –4, 2, 4, 8, 16

Rational –8, –4, –3, 1, 2, 3, 4, 5, 7, 8, 9, 16, 27

Irrational √2, π

Prime –3, 2, 3, 5, 7

Composite –8, –4, 4, 8, 9, 16, 27

Square 1, 4, 9, 16

Cubic –8, 1, 8, 27


a) Volume = πr2h

r = = 0.95 m h = 10.4 m

Volume = π × (0.95)2 × 10.4Volume = 29.487 m3

Volume ≈ 29.5 m3

b) Tan (θ) = θ = 35

opp = = 15.45 m adj = h

Tan (35) =

h = 15.45 × tan (35)h = 10.8182064653

Area = ½ × b × hArea = 0.5 × 30.9 × 10.8182064653Area = 167.1412898895 m2

Area ≈ 167.14 m2

c) Ratio = 1:1.618Let total height = x

1.1618x = 30.9x = 30.9 ÷ 1.618x = 19.09765 m

Total height ≈ 19.098

1.92

oppadj

h15.45

30.92

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Characteristic General features of the Rosa gallicaSpecific features of the

Rosa sericea speciesHeight Anywhere between 30 cm and 7 m An average height of 2.5 m

Number of petals on flowers 5 4

Altitude Genreally at sea level 2000 - 4400 m above sea levelTemperature (in summer)

25 - 30 degrees 15 - 18 degrees

Colour of prickles Green or brown Red

Colour of hips Red, dark purple, or black Red

Colour of flowersWhite or pink, although some are yellow

or redWhite

Cognitive verb: classify



Hughenden Monthly Rainfall (mm)

Atherton Monthly Rainfall (mm)

Babinda Monthly Rainfall (mm)

CairnsMonthly Rainfall (mm)

January 115 287 648 421

February 99 305 725 422

March 60 268 837 460

April 25 105 505 264

May 17 60 339 110

June 20 46 208 72

July 12 30 131 39

August 7 25 102 42

September 10 22 116 43

October 20 28 108 50

November 34 76 165 98

December 70 173 290 203

Number of Wet months 1 5 12 6

Number of Half Wet Months 3 2 0 2

Total Number of Wet Months 1+ = 2.5 5 + = 6 12 6 + = 73

222

22


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Cognitive verb: Argue


Three main points:

• Enforced obedience is achieved through psychological and physical intimidation.• There is no escape from the power of enforced obedience. • Oppression of individuality and free thought are a real concern.


Plus (arguments for) Minus (arguments against) Interesting

• Plastic bags are free for the consumer

• Plastic bags are convenient for consumers

• Plastic bags can be reused for other jobs around the house (e.g. lining the bin)

• Plastic bags take over 500 years to break down, placing a huge strain on our waste system

• Plastic bags are harmful to our marine life, who often mistake them for food

• Plastic bags are created using petroleum, a nonrenewable resource

• Many countries around the world including France, Kenya and the UK have banned or placed restrictions on plastic bags

• Australians use around 4 billion plastic bags every year

• Many Australian politicians and supermarkets are currently debating whether or not to ban plastic bags in Australia

1 Year 5 Years 10 Years

Bank 1 $5340 $6700 $8400Bank 2 $5240 $6320.86 $7990.66Bank3 $5306.81 $6734.28 $9070.09

Cognitive verb: Assess


Bank 1I = PRT P = $5000 R = 8% = 0.08

For T = 1I = 5000 × 0.08 × 1 = 400A = 5000 + 400 = $5400Annual fee = $60 × 1 = $60A = 5400 – 60 = $5340



Overall, the best option is for Sian to invest her money in Bank 3 for 10 years since this earns her the most interest. Although Bank 3 has a lower rate than Bank 1, compounding quarterly leads to a greater return in the long run. However, if Sian decides she only wants to invest the money for one year, Bank 1 would be the better option due to their higher interest rate.

Bank 2A = P(1 + R)n

P = $5000R = 4.8% = 0.048

For n = 1A = 5000 (1+0.048)1 = $5240

For n = 5A = 5000 (1+0.048)5 = $6320.86

For n = 10A = 5000 (1+0.048)10 = $7990.66

Bank 3A = P(1 + R)n

P = $5000R = 6% ÷ 4 = 1.5% = 0.015

For n = 1 × 4 = 4A = 5000 (1 + 0.015)4 = $5306.81

For n = 5 × 4 = 20A = 5000 (1 + 0.015)20 = $6734.28

For n = 10 × 4 = 40A = 5000 (1 + 0.015)40 = $9070.09

level 3 - cognitive verbs

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Question Tim Sian Hailee Nia Miguel Jackson Shaneigh Sam Tom

1. 2 1 5 0.5 0 4 3 2 0

2. 0.5 2 1 4 3 0.75 2 1 5

3. 6 5 5 6 4 5.5 6 3 4.5

4. 1 3 0.5 0 2 2 0 1 1

Cognitive verb: Comment

Cognitive verb: conduct

Q1 - Model Response:• The Republic designates people into fixed categories, whereas contemporary Australian society grants people the agency

to escape a particular class or position• The Republic only has three levels of class, with a focus on defense and primary industry but modern society is much

more diverse and complex• In Australia, leaders are elected by public vote but under Plato’s theory, they are chosen based on their natural ability to

exercise logic and reason


It became clear throughout the course of the experiment that as the length of the straw was shortened, it produced a higher pitch when the air was blown through it. This is because there is less space for the air to vibrate in so the sound waves are shorter wavelength, so higher frequency, producing a higher pitch. Essentially, the experiment revealed that a longer straw length will result in a lower pitch, while shorter straw lengths will produce high pitches.


The language used to describe Sherburn’s actions is often quite simplistic; he “steps out onto the roof” and is “perfectly calm and deliberate” as he “run[s] his eye slowly along the crowd.” This language gives the impression that he is in control and somewhat powerful, a reading which is supported by the people’s reactions to him. Even his laugh makes them uncomfortable, and his mere presence on the front porch stops the protests of the people. Therefore, his character is represented as someone who is intimidating and powerful. ability to exercise logic and reason


Since Georgia wants all of her data to be quantitative, all of the questions must have a numerical answer. Survey Questions:

1. How many hours do you spend watching TV each day? 2. How much exercise do you do each day? 3. How many hours do you spend sitting at a desk each day? 4. How long do you spend reading each day?

s

s

s

d

b

Cognitive verb: construct


First label the diagram. The length of the diagonal of the bottom face needs to be found first, so label this too. Since the shape is a cube, all of the edges are the same length, so can be labelled s.

First find the length of c:

c2 = s2 + s2

c2 = 2s2

c = 2s2

Next find the length of d:

d2 = c2 + s2

d = c2 + s2

Lastly, substitute the expression for c into the equation:

d = ( 2s2 )2 + s2

d = 2s2 + s2

d = 3s2


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