School / IB / BIOLOGY SL / Theme A: Unity and diversity Exam-style + marking analysis
Theme A: Unity and diversity Cell theory and prokaryote/eukaryote diversity, water and biomolecule properties, species classification, and evolution and biodiversity.
22 activities ≈ 52 minutes
Biology SL Theme A: Unity and diversity
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1 State three features common to all cells, according to cell theory. ✓ Reviewed Easy 3 marks No calculator + 2 Marking analysis: A learner attempts the following task: “State three features common to all cells, according to cell theory.” Their response addresses only this point: “States that all cells are bound by a plasma membrane that separates the interior from the environment.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 3 Distinguish between prokaryotic and eukaryotic cells in terms of their genetic material and membrane-bound organelles. ✓ Reviewed Medium 4 marks No calculator + 4 Marking analysis: A learner attempts the following task: “Distinguish between prokaryotic and eukaryotic cells in terms of their genetic material and membrane-bound organelles.” Their response addresses only this point: “States that prokaryotic cells have a single circular DNA molecule that is not enclosed by a nuclear membrane, free in the cytoplasm.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 4 marks No calculator + 5 Outline two properties of water that make it important for living organisms. ✓ Reviewed Easy 2 marks No calculator + 6 Marking analysis: A learner attempts the following task: “Outline two properties of water that make it important for living organisms.” Their response addresses only this point: “States that water is a good solvent for polar and ionic substances, due to its polarity, allowing many biochemical reactions to occur in aqueous solution.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 7 Outline two types of evidence used to support the theory of evolution. ✓ Reviewed Easy 2 marks No calculator + 8 Marking analysis: A learner attempts the following task: “Outline two types of evidence used to support the theory of evolution.” Their response addresses only this point: “States fossil evidence: fossils in successive rock strata show a chronological sequence of gradual change in organisms over geological time.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 9 Outline the biological species concept and state one limitation of this definition. ✓ Reviewed Easy 2 marks No calculator + 10 Marking analysis: A learner attempts the following task: “Outline the biological species concept and state one limitation of this definition.” Their response addresses only this point: “States that a species is defined as a group of organisms that can interbreed and produce fertile offspring under natural conditions.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 11 Explain the process of allopatric speciation. ✓ Reviewed Medium 4 marks No calculator + 12 Marking analysis: A learner attempts the following task: “Explain the process of allopatric speciation.” Their response addresses only this point: “States that a population becomes geographically separated into two groups by a physical barrier (e.g. a mountain range, river or ocean), preventing gene flow between them.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 4 marks No calculator + 13 Outline the principle of binomial nomenclature used in the naming of species. ✓ Reviewed Easy 2 marks No calculator + 14 Marking analysis: A learner attempts the following task: “Outline the principle of binomial nomenclature used in the naming of species.” Their response addresses only this point: “States that each species is given a two-part scientific name: the genus name followed by the species name (e.g. Homo sapiens).” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 15 Explain how a cladogram uses shared derived characteristics to represent evolutionary relationships between species. ✓ Reviewed Easy 3 marks No calculator + 16 Marking analysis: A learner attempts the following task: “Explain how a cladogram uses shared derived characteristics to represent evolutionary relationships between species.” Their response addresses only this point: “States that a cladogram is a branching diagram that represents hypothesized evolutionary relationships based on shared characteristics.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 17 Define biodiversity, and outline why biodiversity is important for ecosystem stability. ✓ Reviewed Easy 2 marks No calculator + 18 Marking analysis: A learner attempts the following task: “Define biodiversity, and outline why biodiversity is important for ecosystem stability.” Their response addresses only this point: “Defines biodiversity as the variety of life, including diversity within species (genetic diversity), between species, and of ecosystems.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 19 Outline two human activities that threaten biodiversity, and for each, state the primary mechanism of harm. ✓ Reviewed Medium 4 marks No calculator + 20 Marking analysis: A learner attempts the following task: “Outline two human activities that threaten biodiversity, and for each, state the primary mechanism of harm.” Their response addresses only this point: “States habitat destruction (e.g. deforestation, land conversion for agriculture) as a first threat.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 4 marks No calculator + 21 Outline one strategy used in conservation biology to protect biodiversity, and explain how it addresses a specific threat. ✓ Reviewed Easy 2 marks No calculator + 22 Marking analysis: A learner attempts the following task: “Outline one strategy used in conservation biology to protect biodiversity, and explain how it addresses a specific threat.” Their response addresses only this point: “Outlines a valid conservation strategy, e.g. establishing protected areas/nature reserves, captive breeding programmes, or seed banks.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + Self-assessed 0 / 0
Set total 60
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