Assessment Task Sheet

Australian International Academy, Kellyville

NAME: _____________________________ NOTIFICATION DATE: 25 /10/22
YEAR LEVEL: 8 SUBJECTS: Science
TASK NAME: Yearly Examination
EXAM DATE: Monday 14/11/22

OUTLINE OF TASK
TOTAL MARKS FOR EXAM: 50
DURATION OF EXAM: Period 1 & 2
STRUCTURE OF EXAM:

Education Perfect
Section A: Multiple choice (10 marks)
Section B: Short answer (understanding) (25 marks)
Section C: Extended response (critical thinking) (15 marks)

CRITERIA ASSESSED: Criteria A (Knowledge and Understanding) & Criteria C (Processing and Evaluating)

NESA Outcomes:

SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing
understanding of the world around them
SC4-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future
use and influence of science and technology, including ethical considerations
SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on
scientific knowledge
SC4-5WS collaboratively and individually produces a plan to investigate questions and problems
SC4-15LW explains how new biological evidence changes people’s understanding of the world
SC4-16CW describes the observed properties and behaviour of matter, using scientific models and theories about
the motion and arrangement of particles
SC4-17CW explains how scientific understanding of, and discoveries about the properties of elements,
compounds and mixtures relate to their uses in everyday life
SC4-14LW relates the structure and function of living things to their classification, survival and reproduction
SC4-15LW explains how new biological evidence changes people’s understanding of the world
SC4-10PW describes the action of unbalanced forces in everyday situations

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
TOPICS AND CHAPTER NUMBERS FROM JACPLUS FOR EXAM:

TERM 1 – Ecosystems
Chapter 15 – Ecology
construct food chains and food webs
E.g., of food chain: E.g., of food web:

Food Chains
A food chain is a linear (progressing) network of links in a food web starting from producer organisms and ending at an apex
predator species, detritivores, or decomposer species.
Food Webs
A food web consists of all the food chains in a single ecosystem. Each living thing in an ecosystem is part of
multiple food chains. Each food chain is one possible path that energy and nutrients may take as they move
through the ecosystem.

Appreciate the role of carbon and nitrogen in biosphere (Carbon cycle & Nitrogen cycle)
Carbon Cycle
The carbon cycle is nature's way of reusing carbon atoms, which travel from the atmosphere into organisms in the Earth and
then back into the atmosphere over and over. 
Most carbon is stored in rocks and sediments, while the rest is stored in the ocean atmosphere, and living organisms.   
The role of Carbon in the Biosphere (not important)
Carbon is the chemical backbone of life on Earth. Carbon compounds regulate the Earth's temperature, make up
the food that sustains us, and provide energy that fuels our global economy. Most of Earth's carbon is stored in
rocks and sediments. The rest is located in the ocean, atmosphere, and in living organisms.
Nitrogen Cycle
The nitrogen cycle is a repeating cycle of processes during which nitrogen moves through both living and non-living things:
the atmosphere, soil, water, plants, animals and bacteria. In order to move through the different parts of the cycle, nitrogen
must change forms.
The role of Nitrogen in the Biosphere (not important)
Nitrogen is an essential component of many organic molecules such as DNA, RNA and proteins, the building blocks of life. Air
is the major reservoir of nitrogen that composes 79% of nitrogen gas (N2).
Photosynthesis
Photosynthesis is the process by which plants use sunlight, water, and carbon dioxide to create oxygen and energy in the
form of sugar.
Photosynthesis Equation:
Carbon Dioxide + Water —> Oxygen + Glucose
         (CO2)           (H2o)           (O2)     (C6 H12 O6)

Biotic and Abiotic

Biotic: Living organisms in an ecosystem. Such as animals, plants, and fungi.
Abiotic: Non-living components in an ecosystem. Such as water, light, and temperature

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
TERM 2 – Atom’s family
Chapter 9 – The structure and properties of matter
Chapter 12- Chemical changes
Atomic Theory

Distinguish between atomic mass and atomic number and calculate mass number
Difference between atomic number and atomic mass
Atomic mass is associated with the number of neutrons and protons that are present in a particular nucleus of an element.
Atomic number is usually the number of protons present in an element's nucleus. It is the average weight of an element. It is
the total number of protons in the atom's nucleus.
The major difference between atomic number and mass number is that the atomic number states the number of protons
present in an atom whereas, the mass number indicates the total number of protons, and the number of neutrons present
in an atom.

Describe the way in which electrons are arranged around the nucleus
How Are Electrons Arranged Around the Nucleus?
Electrons spin very fast, they spin in orbits around the nucleus. The spinning is so fast that they seem to form a solid shell
around the nucleus. All atoms except hydrogen and helium atoms have more than one shell.

Distinguish between elements and compounds

Elements are pure substances which are composed of only one type of atom.
Compounds are substances which are formed by two or more different types of elements that are combined chemically in
fixed proportions.

Distinguish between chemical and physical changes

Physical change: the appearance or form of the matter changes but the kind of matter in the substance does not
Chemical change: the kind of matter changes and at least one new substance with new properties is formed

Distinguish between reactants and products and write word equation

What is the difference between reactants and products in a chemical reaction?
A chemical equation describes a chemical reaction. Reactants are starting materials and are written on the left-hand
side of the equation. Products are the end result of the reaction and are written on the right-hand side of the equation.

A word equation represents a chemical reaction using the names of the substances involved.
Example word equations
1. the reactants are potassium hydroxide and sulfuric acid.
2. the products are potassium sulfate and water.
3. the word equation is potassium hydroxide + sulfuric acid → potassium sulfate + water.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
TERM 3 – Health Science
Chapter 8- Body systems

Outline how body systems work together to keep organisms alive 

Just as the organs in an organ system work together to accomplish their task, so the different organ systems also cooperate
to keep the body running. For example, the respiratory system and the circulatory system work closely together to deliver
oxygen to cells and to get rid of the carbon dioxide the cells produce.

Describe the role, structure and function of the human digestive system, respiratory system,
circulatory system, excretory and musculoskeletal system

Digestive system: The digestive system is made up of the digestive tract and other organs that help the body break down and
absorb food. It is a long, twisting tube that starts at the mouth and goes through the esophagus, stomach, small intestine,
large intestine, and anus.

Respiratory system: The respiratory system is the network of organs and tissues that help you breathe. It includes your
airways, lungs, and blood vessels. The muscles that power your lungs are also part of the respiratory system. These parts
work together to move oxygen throughout the body and clean out waste gases like carbon dioxide.

Circulatory system: The circulatory system is made up of blood vessels that carry blood away from and towards the heart.
Arteries carry blood away from the heart and veins carry blood back to the heart. The circulatory system carries oxygen,
nutrients, and hormones to cells, and removes waste products, like carbon dioxide.

Excretory system: The human excretory system comprises the kidneys, ureters, urinary bladder, and urethra. It removes the
waste products and filters out toxins from the body.

Musculoskeletal system: Bones, muscles and joints make up the musculoskeletal system, along with cartilage, tendons,
ligaments, and connective tissue. This system gives your body its structure and support and lets you move around. The
parts of the musculoskeletal system grow and change throughout life.

Distinguish between mechanical and chemical digestion

Mechanical digestion involves physically breaking down food substances into smaller particles to undergo chemical digestion
more efficiently.

Chemical digestion is used to further break down the molecular structure of consumed substances so that they can be
absorbed into the bloodstream by processes of digestive enzymes.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
TERM 4 – Geared and charged

Chapter 7- Forces

Predict the effect of unbalanced forces acting in everyday situations, including gravity
Unbalanced forces can cause an object to change its motion.
If an object is at rest and an unbalanced force pushes or pulls the object, it will move. Unbalanced forces can also change the
speed or direction of an object that is already in motion.
A game of tug-of-war is a great way to illustrate an unbalanced force.
Examples of unbalanced forces in your everyday life
Kicking a Football
Skateboarding
Moving Car

Distinguish between the term’s 'mass' and 'weight'

Your mass is the same no matter where you go in the universe; your weight, on the other hand, changes from place to place

Investigate factors that influence the size and effect of frictional forces
Frictional force depends on the nature of the surface in contact. The rougher the surface, the greater the friction involved.
Frictional force is proportional to the pressing force, which is the weight of the body. It is independent of the area of contact.

Describe the behaviour of magnetic poles when they are brought close together
When two magnets are brought close together, they apply a force on each other. Two like poles repel each other. Two
unlike poles attract each other.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
REVIEW STRATEGIES AND SUPPORT FOR EXAM:
● Complete assigned Education Perfect tasks
● Summarise relevant chapters from Jacaranda and answer questions
● Revise the following skills (Chapter 15 has lots of information on this):
o Designing a fair test
o Discussing the validity, accuracy and reliability of results
o Identifying variables
o Performing risk assessments
o Interpreting information in tables, graphs and charts
o Constructing tables and graphs

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Criteria and rubric: A & C
Achievement A – Knowing & Understanding
Level
0 The student does not reach a
standard indicated by any of the
descriptors below.
1–2 The student is able to:
i. recall scientific knowledge
ii. apply scientific knowledge and
understanding to suggest solutions
to problems set in familiar situations
iii. apply information to make
judgments.
3–4 The student is able to:
i. state scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set
in familiar situations
iii. apply information to make
scientifically supported judgments.
5–6 The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set
in familiar situations and suggest
solutions to problems set in
unfamiliar situations
iii. interpret information to make
scientifically supported judgments.
7–8 The student is able to:
i. describe scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set
in familiar and unfamiliar situations
iii. analyse information to make
scientifically supported judgments.
Achievem C – Processing and Evaluating
Australian International Academy, Kellyville
Understanding by Design, written by Grant Wiggins and Jay McTighe
Task Specific Criteria
The student does not reach a standard indicated by any
of the descriptors below.
The student is able to:
i. recall and demonstrate correct scientific knowledge
from a given set of options
ii. apply scientific knowledge and understanding to
suggest solutions to problems set in familiar situations
taken directly from the textbook and exercise book
iii. apply information to make judgments based on
discussions in the classroom
Marks obtained in section A & B: less than 10 marks
The student is able to:
i. State and demonstrate correct scientific knowledge
from a given set of options
ii. apply scientific knowledge and understanding to solve
problems set in familiar situations taken directly from the
textbook and exercise book
iii. apply information to make scientifically supported
judgments based on discussions in the classroom
Marks obtained in section A & B: 11-20 marks
The student is able to:
i. Outline and demonstrate correct scientific knowledge
from a given set of options
ii. apply scientific knowledge and understanding to solve
problems set in familiar situations taken directly from the
textbook and exercise book and suggest solutions to
problems set in unfamiliar situations
iii. Interpret information to make scientifically supported
judgments based on discussions in the classroom
Marks obtained in section A & B: 21 - 29 marks
The student is able to:
i. Describe and demonstrate correct scientific knowledge
from a given set of options
ii. apply scientific knowledge and understanding to solve
problems set in familiar situations and unfamiliar
situations
iii. analyse information to make scientifically supported
judgments based on discussions in the classroom
Marks obtained in section A & B: 30-35 marks
Task Specific Criteria
Assessment Task Sheet Adapted from:
ent Level
0 The student does not reach a standard indicated
by any of the descriptors below.
1–2 The student is able to:
i. Collect and present data in numerical
and/or visual forms
ii. Interpret data
iii. State the validity of a hypothesis based on
the outcome of a scientific investigation
iv. State the validity of the method based on
the outcome of a scientific investigation
v. State improvements or extensions to the
method.
3–4 The student is able to:
i. Correctly collect and present data in
numerical and/or visual forms
ii. Accurately interpret data and explain results
iii. Outline the validity of a hypothesis based on
the outcome of a scientific investigation
iv. Outline the validity of the method based on
the outcome of a scientific investigation
v. Outline improvements or extensions to the
method that would benefit the scientific
investigation.
5–6 The student is able to:
i. Correctly collect, organize and present data
in numerical and/or visual forms
ii. Accurately interpret data and explain results
using scientific reasoning
iii. Discuss the validity of a hypothesis based on
the outcome of a scientific investigation
iv. Discuss the validity of the method based on
the outcome of a scientific investigation
v. Describe improvements or extensions to the
method that would benefit the scientific
investigation.
7–8 The student is able to:
i. Correctly collect, organize, transform and
present data in numerical and/ or visual forms
ii. Accurately interpret data and explain results
using correct scientific reasoning
iii. Evaluate the validity of a hypothesis based
on the outcome of a scientific investigation
iv. Evaluate the validity of the method based on
the outcome of a scientific investigation
v. Explain improvements or extensions to the
method that would benefit the scientific
investigation.
Australian International Academy, Kellyville Assessment Task Sheet
Understanding by Design, written by Grant Wiggins and Jay McTighe
The student does not reach a standard
indicated by any of the descriptors below.
The student is able to:
i. partially present data in numerical and/or
visual forms
ii. partially interpret data from a selection of
charts, tables and graphs with limited success
iii. State the validity of presented data
Marks obtained in sections C: 1-2
The student is able to:
i. correctly present data in numerical and/or
visual forms
ii. Correctly interpret data from a selection of
charts, tables and graphs and explain the
results
iii. Outline the validity of presented data and
use data to justify conclusions with some
limited success.
Marks obtained in sections C: 3-6
The student is able to:
i. correctly organise and present data in
numerical and/or visual forms
ii. Accurately interpret data from a selection of
charts, tables and graphs and explain results
using scientific reasoning
iii. Assess the validity of presented data and
use data to justify conclusions.
Marks obtained in sections C: 7-11
The student is able to:
i correctly organise and present data in
numerical and/or visual forms
ii. Accurately interpret data from a selection of
charts, tables and graphs and explain results
using scientific reasoning
iii. Evaluate the validity of data.
iv. Fully justify arguments using relevant
examples and scientific reasoning.
Marks obtained in sections C: 12-15
Adapted from: