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The examination provided students with the opportunity to demonstrate and apply a range of knowledge and skills.  \nThis year, there was an extremely low number of questions not attempted by students. The paper gave guidance to and space for students to respond. It is important that students use the reading time to analyse each question , relate to experiences gained during the year and formulate answers to address each question’s requirements.  \nSection B requires students to complete their answers in pen and write within the marked boundaries for each page so that the best image of the paper is obtained when it is scanned. Students can use pencil for questions that require a diagram or labelling, such as Question 2a. When a question asks for a name, such as in Questions 1bi. , 4ai. or 7a. , that is all that is required. However, when an explanation or description is required, students should provide information that is not given in the stem of the question.  \nQuestions with three or more marks allocated generally require students to develop a considered response and articulate their answer. Students should use the information in the question, the marks available and the space provided when formulating their response.  \nSpecific information  \nThis report provides sample answers or an indication of what answers may have included. Unless otherwise stated , these are not intended to be exemplary or complete responses.  \nThe statistics in this report may be subject to rounding resulting in a total more or less than 100 per cent.  \nSection A – Multiple-choice questions  \n\n| Question | % A | % B | % C | % D | Comments |\n| --- | --- | --- | --- | --- | --- |\n| 1 | 2 | 91 | 5 | 1 |  |\n| 2 | 10 | 10 | 74 | 6 |  |\n| 3 | 7 | 73 | 15 | 5 |  |\n| 4 | 6 | 25 | 59 | 10 |  |\n| 5 | 10 | 7 | 40 | 42 | Pathway 1 involves the breakdown of pyruvate, which does not generate ATP. ATP is generated when the glucose is broken down into pyruvate. Pathway 2 involves the Krebs cycle where NAD is loaded to form NADH and carries electrons to the electron transport chain. |\n| 6 | 15 | 57 | 20 | 8 |  |\n| 7 | 22 | 33 | 4 | 41 |  |\n| 8 | 17 | 2 | 70 | 11 |  |\n| 9 | 4 | 85 | 2 | 9 |  |\n| 10 | 83 | 1 | 1 | 14 |  |\n| 11 | 55 | 21 | 14 | 10 | Both A and C were accepted as correct. Reliability is the degree of consistency, or repeatability, of a measure. Repeating the experiment may generate a larger pool of clustered results/measurements. Precision is a measure of how close repeated measurements are to each other. Repeating the experiment may result in increased precision if the repeated measurements are close together. Accuracy refers to how close a measurement is to a known or expected value. Repeating an experiment may not make the data more accurate. Validity refers to whether or not the experimental design allows the experimenter to measure what is supposed tobe measured. The method of the experiment would need to be investigated for validity to be checked. |\n| 12 | 8 | 8 | 76 | 8 |  |\n| 13 | 1 | 1 | 3 | 95 |  |\n| 14 | 4 | 86 | 7 | 3 |  |\n| 15 | 5 | 1 | 5 | 88 |  |\n| 16 | 6 | 82 | 5 | 6 |  |\n| 17 | 11 | 81 | 1 | 7 |  |\n| 18 | 65 | 15 | 6 | 14 |  |\n| 19 | 9 | 71 | 18 | 1 |  |\n\n© VCAA Page 2  \n\n| Question | % A | % B | % C | % D | Comments |\n| --- | --- | --- | --- | --- | --- |\n| 20 | 69 | 12 | 2 | 17 |  |\n| 21 | 4 | 2 | 85 | 10 |  |\n| 22 | 84 | 3 | 5 | 7 |  |\n| 23 | 73 | 14 | 1 | 12 |  |\n| 24 | 4 | 91 | 2 | 3 |  |\n| 25 | 1 | 0 | 20 | 79 |  |\n| 26 | 18 | 9 | 5 | 68 |  |\n| 27 | 11 | 12 | 75 | 2 |  |\n| 28 | 13 | 3 | 74 | 10 |  |\n| 29 | 10 | 7 | 79 | 3 |  |\n| 30 | 5 | 7 | 75 | 2 |  |\n| 31 | 5 | 10 | 14 | 70 |  |\n| 32 | 6 | 4 | 113 | 77 |  |\n| 33 | 9 | 2 | 12 | 77 |  |\n| 34 | 23 | 24 | 49 | 4 | The information states that vCJD in humans could be caused by eating infected ","cbCaioTd3mVpa87w","https://ap.wps.com/l/cbCaioTd3mVpa87w","pdf",221756,16,"English","# General comments\n# Specific information\n# Section A – Multiple-choice questions\n# Section B\n## Question 1a\n## Question 1bi\n## Question 1bii\n## Question 1b","[{\"question\":\"What does the report advise students to do during reading time?\",\"answer\":\"Students are advised to use reading time to analyse each question, relate it to experiences gained during the year, and formulate answers addressing each question’s requirements.\"},{\"question\":\"How should students present answers for scanning?\",\"answer\":\"Students should complete answers in pen and write within the marked boundaries on each page so the best image is obtained when scanned. Pencil may be used when a diagram or labelling is required.\"},{\"question\":\"What is the purpose of the sample answers in this report?\",\"answer\":\"The report provides sample answers or an indication of what answers may have included; unless otherwise stated, they are not intended to be exemplary or complete responses.\"}]","VCE Biology 2020 examination report - sample answers and question guidance | PDF",1789909853]