PISA Released Items - Science PDF

PISA RELEASED ITEMS – SCIENCE Project Consortium: Australian Council For Educational Research (ACER) Netherlands National Institute for Educational Measurement (CITO) National Institute for Educational Policy Research (NIE...

PISA RELEASED ITEMS – SCIENCE Project Consortium: Australian Council For Educational Research (ACER) Netherlands National Institute for Educational Measurement (CITO) National Institute for Educational Policy Research (NIER, Japan) Westat  TABLE OF CONTENTS GREENHOUSE.......................................................................................................................................... 5 BIODIVERSITY......................................................................................................................................... 7 BUSES......................................................................................................................................................... 7 CLONING................................................................................................................................................... 7 DAYLIGHT................................................................................................................................................ 7 SEMMELWEIS’ DIARY........................................................................................................................... 7 CLIMATE CHANGE................................................................................................................................ 7 FLIES.......................................................................................................................................................... 7 CLOTHES................................................................................................................................................... 7 CALF CLONES.......................................................................................................................................... 7 OZONE........................................................................................................................................................ 7 CORN.......................................................................................................................................................... 7 FIT FOR DRINKING................................................................................................................................ 7 TOOTH DECAY........................................................................................................................................ 7 HOT WORK............................................................................................................................................... 7 MOUSEPOX............................................................................................................................................... 7 THE GRAND CANYON............................................................................................................................ 7 STICKLEBACK BEHAVIOUR............................................................................................................... 7 TOBACCO SMOKING............................................................................................................................. 7 STARLIGHT.............................................................................................................................................. 7 SUNSCREENS............................................................................................................................................ 7 ULTRASOUND.......................................................................................................................................... 7 LIP GLOSS................................................................................................................................................. 7 EVOLUTION.............................................................................................................................................. 7 MARY MONTAGU................................................................................................................................... 7 ACID RAIN................................................................................................................................................. 7 PHYSICAL EXERCISE............................................................................................................................ 7 BREAD DOUGH........................................................................................................................................ 7 PISA_RelItems_Sc_All Table of Contents 3 TRANSIT OF VENUS............................................................................................................................... 7 GENETICALLY MODIFIED CROPS.................................................................................................... 7 HEALTH RISK?........................................................................................................................................ 7 CATALYTIC CONVERTER.................................................................................................................... 7 MAJOR SURGERY................................................................................................................................... 7 WIND FARMS........................................................................................................................................... 7 PISA_RelItems_Sc_All Table of Contents 4  GREENHOUSE Read the texts and answer the questions that follow. THE GREENHOUSE EFFECT: FACT OR FICTION? Living things need energy to survive. The energy that sustains life on the Earth comes from the Sun, which radiates energy into space because it is so hot. A tiny proportion of this energy reaches the Earth. The Earth’s atmosphere acts like a protective blanket over the surface of our planet, preventing the variations in temperature that would exist in an airless world. Most of the radiated energy coming from the Sun passes through the Earth’s atmosphere. The Earth absorbs some of this energy, and some is reflected back from the Earth’s surface. Part of this reflected energy is absorbed by the atmosphere. As a result of this the average temperature above the Earth’s surface is higher than it would be if there were no atmosphere. The Earth’s atmosphere has the same effect as a greenhouse, hence the term greenhouse effect. The greenhouse effect is said to have become more pronounced during the twentieth century. It is a fact that the average temperature of the Earth’s atmosphere has increased. In newspapers and periodicals the increased carbon dioxide emission is often stated as the main source of the temperature rise in the twentieth century. PISA_RelItems_Sc_All 5  A student named André becomes interested in the possible relationship between the average temperature of the Earth’s atmosphere and the carbon dioxide emission on the Earth. In a library he comes across the following two graphs. 20 Carbon dioxide emission ↑ (thousand millions of tonnes per year) 10 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 ⎯→ years 15.4 Average temperature of the Earth's ↑ atmosphere (°C) 15.0 14.6 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 ⎯→ years André concludes from these two graphs that it is certain that the increase in the average temperature of the Earth’s atmosphere is due to the increase in the carbon dioxide emission. PISA_RelItems_Sc_All 6  S114Q03 – 01 02 11 12 99 Question 3: GREENHOUSE What is it about the graphs that supports André’s conclusion?...................................................................................................................................................................................................................................................................... GREENHOUSE SCORING 3 Full Credit Code 11: Refers to the increase of both (average) temperature and carbon dioxide emission. As the emissions increased the temperature increased. Both graphs are increasing. Because in 1910 both the graphs began to increase. Temperature is rising as CO2 is emitted. The information lines on the graphs rise together. Everything is increasing. The more CO2 emission, the higher the temperature. Code 12: Refers (in general terms) to a positive relationship between temperature and carbon dioxide emission. [Note: This code is intended to capture students’ use of terminology such as ‘positive relationship’, ‘similar shape’ or ‘directly proportional’; although the following sample response is not strictly correct, it shows sufficient understanding to be given credit here.] The amount of CO2 and average temperature of the Earth is directly proportional. They have a similar shape indicating a relationship. No Credit Code 01: Refers to the increase of either the (average) temperature or the carbon dioxide emission. The temperature has gone up. CO2 is increasing. It shows the dramatic change in the temperatures. Code 02: Refers to temperature and carbon dioxide emission without being clear about the nature of the relationship. The carbon dioxide emission (graph 1) has an effect on the earth’s rising temperature (graph 2). The carbon dioxide is the main cause of the increase in the earth’s temperature. OR Other responses. The carbon dioxide emission is greatly rising more than the average Earth’s temperature. [Note: This answer is incorrect because the extent to which the CO2 emission and the temperature are rising is seen as the answer, rather than that they are both increasing.] PISA_RelItems_Sc_All 7  The rise of CO2 over the years is due to the rise of the temperature of the Earth’s atmosphere. The way the graph goes up. There is a rise. Code 99: Missing. S114Q04 – 0 1 2 9 Question 4: GREENHOUSE Another student, Jeanne, disagrees with André’s conclusion. She compares the two graphs and says that some parts of the graphs do not support his conclusion. Give an example of a part of the graphs that does not support André’s conclusion. Explain your answer.......................................................................................................................................................................................................................................................................................................................................................................................................... GREENHOUSE SCORING 4 Full Credit Code 2: Refers to one particular part of the graphs in which the curves are not both descending or both climbing and gives the corresponding explanation. In 1900–1910 (about) CO2 was increasing, whilst the temperature was going down. In 1980–1983 carbon dioxide went down and the temperature rose. The temperature in the 1800’s is much the same but the first graph keeps climbing. Between 1950 and 1980 the temperature didn’t increase but the CO2 did. From 1940 until 1975 the temperature stays about the same but the carbon dioxide emission shows a sharp rise. In 1940 the temperature is a lot higher than in 1920 and they have similar carbon dioxide emissions. Partial Credit Code 1: Mentions a correct period, without any explanation. 1930–1933. before 1910. Mentions only one particular year (not a period of time), with an acceptable explanation. In 1980 the emissions were down but the temperature still rose. Gives an example that doesn’t support André’s conclusion but makes a mistake in mentioning the period. [Note: There should be evidence of this mistake – e.g. an area clearly illustrating a correct answer is marked on the graph and then a mistake made in transferring this information to the text.] Between 1950 and 1960 the temperature decreased and the carbon dioxide emission increased. PISA_RelItems_Sc_All 8  Refers to differences between the two curves, without mentioning a specific period. At some places the temperature rises even if the emission decreases. Earlier there was little emission but nevertheless high temperature. When there is a steady increase in graph 1, there isn’t an increase in graph 2, it stays constant. [Note: It stays constant “overall”.] Because at the start the temperature is still high where the carbon dioxide was very low. Refers to an irregularity in one of the graphs. It is about 1910 when the temperature had dropped and went on for a certain period of time. In the second graph there is a decrease in temperature of the Earth’s atmosphere just before 1910. Indicates difference in the graphs, but explanation is poor. In the 1940’s the heat was very high but the carbon dioxide very low. [Note: The explanation is very poor, but the difference that is indicated is clear.] No Credit Code 0: Refers to an irregularity in a curve without referring specifically to the two graphs. It goes a little up and down. It went down in 1930. Refers to a poorly defined period or year without any explanation. The middle part. 1910. Other responses. In 1940 the average temperature increased, but not the carbon dioxide emission. Around 1910 the temperature has increased but not the emission. Code 9: Missing. PISA_RelItems_Sc_All 9  S114Q05 – 01 02 03 11 12 99 Question 5: GREENHOUSE André persists in his conclusion that the average temperature rise of the Earth’s atmosphere is caused by the increase in the carbon dioxide emission. But Jeanne thinks that his conclusion is premature. She says: “Before accepting this conclusion you must be sure that other factors that could influence the greenhouse effect are constant”. Name one of the factors that Jeanne means....................................................................................................................................................................................................................................................................... GREENHOUSE SCORING 5 Full Credit Code 11: Gives a factor referring to the energy/radiation coming from the Sun. The sun heating and maybe the earth changing position. Energy reflected back from Earth. [Assuming that by “Earth” the student means “the ground”.] Code 12: Gives a factor referring to a natural component or a potential pollutant. Water vapour in the air. Clouds. The things such as volcanic eruptions. Atmospheric pollution (gas, fuel). The amount of exhaust gas. CFC’s. The number of cars. Ozone (as a component of air). [Note: for references to depletion, use Code 03.] No Credit Code 01: Refers to a cause that influences the carbon dioxide concentration. Clearing of rain forest. The amount of CO2 being let off. Fossil fuels. Code 02: Refers to a non-specific factor. Fertilisers. Sprays. How the weather has been. Code 03: Other incorrect factors or other responses. Amount of oxygen. Nitrogen. The hole in the ozone layer is also getting bigger. Code 99: Missing. PISA_RelItems_Sc_All 10  BIODIVERSITY BIODIVERSITY TEXT 1 Read the following newspaper article and answer the questions which follow. BIODIVERSITY IS THE KEY TO MANAGING ENVIRONMENT An ecosystem that retains a high biodiversity (that is, a wide variety of living things) is much more likely to adapt to human-caused environment change than is one that has little. Consider the two food webs shown in the diagram. The arrows point from the 5 organism that gets eaten to the one that eats it. These food webs are highly simplified compared with food webs in real ecosystems, but they still illustrate a key difference between more diverse and less diverse ecosystems. Food web B represents a situation with very low biodiversity, where at some levels the food path involves only a single type of organism. Food web A represents 10 a more diverse ecosystem with, as a result, many more alternative feeding pathways. Generally, loss of biodiversity should be regarded seriously, not only because the organisms that have become extinct represent a big loss for both ethical and utilitarian (useful benefit) reasons, but also because the organisms that remain have become more vulnerable (exposed) to extinction in the future. S126Q03 Question 3: BIODIVERSITY In lines 9 and 10 it is stated that “Food web A represents a more diverse ecosystem with, as a result, many more alternative feeding pathways.” Look at FOOD WEB A. Only two animals in this food web have three direct (immediate) food sources. Which two animals are they? A Native Cat and Parasitic Wasp B Native Cat and Butcher Bird C Parasitic Wasp and Leaf Hopper D Parasitic Wasp and Spider E Native Cat and Honeyeater BIODIVERSITY SCORING 3 ™ QUESTION INTENT: Process: Demonstrating knowledge and understanding Theme: Ecosystems Area: Science in life and health Full credit Code 1: A. Native Cat and Parasitic Wasp PISA_RelItems_Sc_All 11 No credit Code 0: Other responses. Code 9: Missing. S126Q04 Question 4: BIODIVERSITY Food webs A and B are in different locations. Imagine if Leaf Hoppers died out in both locations. Which one of these is the best prediction and explanation for the effect this would have on the food webs? A The effect would be greater in food web A because the Parasitic Wasp has only one food source in web A. B The effect would be greater in food web A because the Parasitic Wasp has several food sources in web A. C The effect would be greater in food web B because the Parasitic Wasp has only one food source in web B. D The effect would be greater in food web B because the Parasitic Wasp has several food sources in web B. BIODIVERSITY SCORING 4 ™ QUESTION INTENT: Process: Drawing/evaluating conclusions ™ Theme: Biodiversity ™ Area: Science in life and health Full credit Code 1: C. The effect would be greater in food web B because the Parasitic Wasp has only one food source in web B. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 12  BUSES S127Q01 Question 1: BUSES A bus is driving along a straight stretch of road. The bus driver, named Ray, has a cup of water resting on the dashboard: 1 2 water driving direction Suddenly Ray has to slam on the brakes. What is most likely to happen to the water in the cup? A The water will stay horizontal. B The water will spill over side 1. C The water will spill over side 2. D The water will spill but you cannot tell if it will spill at side 1 or side 2. BUSES SCORING 1 ™ QUESTION INTENT: Process: Demonstrating knowledge and understanding Theme: Forces and movement Area: Science in technologies Full credit Code 1: C. The water will spill over side 2. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 13  S127Q04- 0 1 8 9 Question 4: BUSES Ray’s bus is, like most buses, powered by a petrol engine. These buses contribute to environmental pollution. Some cities have trolley buses: they are powered by an electric engine. The voltage needed for such an electric engine is provided by overhead lines (like electric trains). The electricity is supplied by a power station using fossil fuels. Supporters for the use of trolley buses in a city say that these buses don’t contribute to environmental pollution. Are these supporters right? Explain your answer.............................................................................................................................................................................................................................................................................................................................................................................................................................................................. BUSES SCORING 4 ™ QUESTION INTENT: Process: Demonstrating knowledge and understanding Theme: Energy transformations Area: Science in Earth and environment Full credit Code1: Gives an answer in which it is stated that the power station also contributes to environmental pollution: No, because the power station causes environmental pollution as well. Yes, but this is only true for the city itself; the power station however causes environmental pollution. No credit Code 0: No or yes, without a correct explanation. Code 8: Off task. Code 9: Missing. Example responses Code 1: Yes and No. The buses don’t pollute the city which is good, but the power station does pollute and that’s not very good. The buses do contribute to the environmental pollution by using fossil fuels but they’re not as harmful as normal buses with all their gases. [Note: This answer can be given the benefit of the doubt.] Code 0: Well they have no outlet so no harmful smoke goes into the air which can damage the O-zone layer, and having electricity created by fossil fuels is also more environmental friendly. Yes, they are. Because electricity isn’t harmful for the environment we only use up our Earth’s gas. PISA_RelItems_Sc_All 14  CLONING Read the newspaper article and answer the questions that follow. A copying machine for living beings? Without any doubt, if there had been From that small piece he removed the elections for the animal of the year 1997, nucleus, then he transferred the nucleus Dolly would have been the winner! Dolly into the egg-cell of another (female) sheep is a Scottish sheep that you see in the (sheep 2). But first he removed from that 5 photo. But Dolly is not just a simple sheep. 20 egg-cell all the material that would have She is a clone of another sheep. A clone determined sheep 2 characteristics in a means: a copy. Cloning means copying lamb produced from that egg-cell. Ian ‘from a single master copy’. Scientists Wilmut implanted the manipulated egg- succeeded in creating a sheep (Dolly) that cell of sheep 2 into yet another (female) 10 is identical to a sheep that functioned as a 25 sheep (sheep 3). Sheep 3 became pregnant ‘master copy’. and had a lamb: Dolly. It was the Scottish scientist Ian Wilmut Some scientists think that within a few who designed the ‘copying machine’ for years it will be possible to clone people as sheep. He took a very small piece from the well. But many governments have already 15 udder of an adult sheep (sheep 1). 30 decided to forbid cloning of people by law. PISA_RelItems_Sc_All 15  S128Q01 Question 1: CLONING Which sheep is Dolly identical to? A Sheep 1 B Sheep 2 C Sheep 3 D Dolly’s father CLONING SCORING 1 Full credit Code 1: A. Sheep 1 No credit Code 0: Other responses. Code 9: Missing. S128Q02 Question 2: CLONING In line 14 the part of the udder that was used is described as “a very small piece”. From the article text you can work out what is meant by “a very small piece”. That “very small piece” is A a cell. B a gene. C a cell nucleus. D a chromosome. CLONING SCORING 2 Full credit Code 1: A. a cell. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 16  S128Q03 Question 3: CLONING In the last sentence of the article it is stated that many governments have already decided to forbid cloning of people by law. Two possible reasons for this decision are mentioned below. Are these reasons scientific reasons? Circle either “Yes” or “No” for each. Reason: Scientifi c? Cloned people could be more sensitive to certain diseases than Yes / No normal people. People should not take over the role of a Creator. Yes / No CLONING SCORING 3 Full credit Code 1: Yes, No, in that order. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 17  DAYLIGHT Read the following information and answer the questions that follow. DAYLIGHT ON 22 JUNE 2002 Today, as the Northern rise at 5:55 am and set at 8:42 Hemisphere celebrates its pm, giving 14 hours and 47 longest day, Australians will minutes of daylight. experience their shortest. The President of the In Melbourne*, Australia, the Astronomical Society, Mr Perry Sun will rise at 7:36 am and set Vlahos, said the existence of at 5:08 pm, giving nine hours changing seasons in the and 32 minutes of daylight. Northern and Southern Hemispheres was linked to the Compare today to the year’s Earth’s 23-degree tilt. longest day in the Southern Hemisphere, expected on 22 December, when the Sun will *Melbourne is a city in Australia at a latitude of about 38 degrees South of the equator. S129Q01 Question 1: DAYLIGHT Which statement explains why daylight and darkness occur on Earth? A The Earth rotates on its axis. B The Sun rotates on its axis. C The Earth’s axis is tilted. D The Earth revolves around the Sun. DAYLIGHT SCORING 1 Full credit Code 1: A. The Earth rotates on its axis. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 18  S129Q02 - 01 02 03 04 11 12 13 21 99 Question 2: DAYLIGHT In the Figure light rays from the Sun are shown shining on the Earth. Light from the Sun Earth Figure: light rays from Sun Suppose it is the shortest day in Melbourne. Show the Earth’s axis, the Northern Hemisphere, the Southern Hemisphere and the Equator on the Figure. Label all parts of your answer. DAYLIGHT SCORING 2 Note: the important features when marking this question are: 1. The Earth’s axis is drawn tilted towards the Sun within the range 10° and 45° from vertical for credit: refer to the following diagram: CREDIT FOR AXIS 10O 23 O 45O Outside of 10° and 45° to vertical range: no credit. 2. The presence or absence of clearly labelled Northern and Southern Hemispheres, or one Hemisphere only labelled, the other implied. 3. The equator is drawn at a tilt towards the Sun within the range 10° and 45° above horizontal for credit: refer to the following diagram: PISA_RelItems_Sc_All 19 The equator may be drawn as an elliptical line or straight line. 45O CREDIT FOR EQUATOR 23O 10O Outside of 10° and 45° to horizontal range: no credit. Full credit Code 21: Diagram with Equator tilted towards the Sun at an angle between 10° and 45° and Earth’s axis tilted towards the Sun within the range 10° and 45° from vertical, and the Northern and or Southern Hemispheres correctly labelled (or one only labelled, the other implied). A N S Equator Partial credit Code 11: Angle of tilt of axis between 10° and 45°, Northern and / or Southern Hemispheres correctly labelled (or one only labelled, the other implied), but angle of tilt of Equator not between 10° and 45°; or Equator missing. Axis Axis Axis N N N Equator S S Equator PISA_RelItems_Sc_All 20 Code 12: Angle of tilt of Equator between 10° and 45°, Northern and / or Southern Hemispheres correctly labelled (or one only labelled, the other implied), but angle of tilt of axis not between 10° and 45°; or axis missing. Axis Axis Axis N N N S S Equator Equator Equator Code 13: Angle of tilt of Equator between 10° and 45°, and angle of tilt of axis between 10° and 45°, but Northern and Southern Hemispheres not correctly labelled (or one only labelled, the other implied, or both missing). Axis Equator No credit Code 01: Northern and or Southern Hemispheres correctly labelled (or one only, the other implied) is the only correct feature. N S Code 02: Angle of tilt of Equator between 10° and 45° is the only correct feature. Equator PISA_RelItems_Sc_All 21 Code 03: Angle of tilt of axis between 10° and 45° is the only correct feature. Axis Code 04: No features are correct, or other responses. S N Code 99: Missing. PISA_RelItems_Sc_All 22  SEMMELWEIS’ DIARY SEMMELWEIS’ DIARY TEXT 1 ‘July 1846. Next week I will take up a position as “Herr Doktor” at the First Ward of the maternity clinic of the Vienna General Hospital. I was frightened when I heard about the percentage of patients who die in this clinic. This month not less than 36 of the 208 mothers died there, all from puerperal fever. Giving birth to a child is as dangerous as first-degree pneumonia.’ These lines from the diary of Number of Deaths per 100 deliveries Ignaz Semmelweis (1818-1865) from puerperal fever illustrate the devastating effects of Number of puerperal fever, a contagious Deaths disease that killed many women 15 after childbirth. Semmelweis collected data about the number First of deaths from puerperal fever in Ward 10 both the First and the Second Wards (see diagram). 5 Second Ward 1841 1842 1843 1844 1845 1846 Year Diagram Physicians, among them Semmelweis, were completely in the dark about the cause of puerperal fever. Semmelweis’ diary again: ‘December 1846. Why do so many women die from this fever after giving birth without any problems? For centuries science has told us that it is an invisible epidemic that kills mothers. Causes may be changes in the air or some extraterrestrial influence or a movement of the earth itself, an earthquake.’ Nowadays not many people would consider extraterrestrial influence or an earthquake as possible causes of fever. But in the time Semmelweis lived, many people, even scientists, did! We now know it has to do with hygienic conditions. Semmelweis knew that it was unlikely that fever could be caused by extraterrestrial influence or an earthquake. He pointed at the data he collected (see diagram) and used this to try to persuade his colleagues. PISA_RelItems_Sc_All 23  S195Q02- 01 02 03 04 11 12 13 21 99 Question 2: SEMMELWEIS’ DIARY Suppose you were Semmelweis. Give a reason (based on the data Semmelweis collected) why puerperal fever is unlikely to be caused by earthquakes............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................. SEMMELWEIS’ DIARY SCORING 2 ™ QUESTION INTENT: Process: Drawing/evaluating conclusions Theme: Human biology Area: Science in life and health Full credit Code 21: Refers to the difference between the number of deaths (per 100 deliveries) in both wards. Due to the fact that the first ward had a high rate of women dying compared to women in the second ward, obviously shows that it had nothing to do with earthquakes. Not as many people died in ward 2 so an earthquake couldn’t have occurred without causing the same number of deaths in each ward. Because the second ward isn’t as high, maybe it had something to do with ward 1. It is unlikely that earthquakes cause the fever since death rates are so different for the two wards. Partial credit Code 11: Refers to the fact that earthquakes don’t occur frequently. It would be unlikely to be caused by earthquakes because earthquakes wouldn’t happen all the time. Code 12: Refers to the fact that earthquakes also influence people outside the wards. If there were an earthquake, women from outside the hospital would have got puerperal fever as well. If an earthquake were the reason, the whole world would get puerperal fever each time an earthquake occurs (not only the wards 1 and 2). Code 13: Refers to the thought that when earthquakes occur, men don’t get puerperal fever. If a man were in the hospital and an earthquake came, he didn’t get puerperal fever, so earthquakes cannot be the cause. Because girls get it and not men. No credit ™ Code 01: States (only) that earthquakes cannot cause the fever. PISA_RelItems_Sc_All 24  An earthquake cannot influence a person or make him sick. A little shaking cannot be dangerous. Code 02: States (only) that the fever must have another cause (right or wrong). Earthquakes do not let out poison gases. They are caused by the plates of the Earth folding and faulting into each other. Because they have nothing to do with each other and it is just superstition. An earthquake doesn’t have any influence on the pregnancy. The reason was that the doctors were not specialised enough. Code 03: Answers that are combinations of Codes 01 and 02. Puerperal fever is unlikely to be caused by earthquakes as many women die after giving birth without any problems. Science has told us that it is an invisible epidemic that kills mothers. The death is caused by bacteria and the earthquakes cannot influence them. Code 04: Other responses. I think it was a big earthquake that shook a lot. In 1843 the deaths decreased at ward 1 and less so at ward 2. Because there aren’t any earthquakes by the wards and they still got it. [Note: The assumption that there were no earthquakes at that time isn’t correct.] Code 99: Missing. PISA_RelItems_Sc_All 25 SEMMELWEIS’ DIARY TEXT 2 Part of the research in the hospital was dissection. The body of a deceased person was cut open to find a cause of death. Semmelweis recorded that the students working on the First ward usually took part in dissections on women who died the previous day, before they examined women who had just given birth. They did not pay much attention to cleaning themselves after the dissections. Some were even proud of the fact that you could tell by their smell that they had been working in the mortuary, as this showed how industrious they were! One of Semmelweis’ friends died after having cut himself during such a dissection. Dissection of his body showed he had the same symptoms as mothers who died from puerperal fever. This gave Semmelweis a new idea. S195Q04 Question 4: SEMMELWEIS’ DIARY Semmelweis’ new idea had to do with the high percentage of women dying in the maternity wards and the students’ behaviour. What was this idea? A Having students clean themselves after dissections should lead to a decrease of puerperal fever. B Students should not take part in dissections because they may cut themselves. C Students smell because they do not clean themselves after a dissection. D Students want to show that they are industrious, which makes them careless when they examine the women. SEMMELWEIS’ DIARY SCORING 4 ™ QUESTION INTENT: Process: Recognising questions Theme: Human biology Area: Science in life and health Full credit Code 1: A. Having students clean themselves after dissections should lead to a decrease of puerperal fever. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 26  S195Q05- 01 02 11 12 13 14 15 99 Question 5: SEMMELWEIS’ DIARY Semmelweis succeeded in his attempts to reduce the number of deaths due to puerperal fever. But puerperal fever even today remains a disease that is difficult to eliminate. Fevers that are difficult to cure are still a problem in hospitals. Many routine measures serve to control this problem. Among those measures are washing sheets at high temperatures. Explain why high temperature (while washing sheets) helps to reduce the risk that patients will contract a fever....................................................................................................................................................................................................................................................................... SEMMELWEIS’ DIARY SCORING 5 ™ QUESTION INTENT: Process: Demonstrating knowledge and understanding Theme: Human biology Area: Science in life and health Full credit ™ Code 11: Refers to killing of bacteria. Because with the heat many bacteria will die. Bacteria will not stand the high temperature. Bacteria will be burnt by the high temperature. Bacteria will be cooked. [Note: Although “burnt” and “cooked” are not scientifically correct, each of the last two answers as a whole can be regarded as correct.] Code 12: Refers to killing of microorganisms, germs or viruses. Because high heat kills small organisms which cause disease. It’s too hot for germs to live. Code 13: Refers to the removal (not killing) of bacteria. The bacteria will be gone. The number of bacteria will decrease. You wash the bacteria away at high temperatures. Code 14: Refers to the removal (not killing) of microorganisms, germs or viruses. Because you won’t have the germ on your body. Code 15: Refers to sterilisation of the sheets. The sheets will be sterilised. No credit ™ Code 01: Refers to killing of disease. Because the hot water temperature kills any disease on the sheets. The high temperature kills most of the fever on the sheets, leaving less chance of contamination. PISA_RelItems_Sc_All 27 Code 02: Other responses. So they don’t get sick from the cold. Well when you wash something it washes away the germs. Code 99: Missing. S195Q06 Question 6: SEMMELWEIS’ DIARY Many diseases may be cured by using antibiotics. However, the success of some antibiotics against puerperal fever has diminished in recent years. What is the reason for this? A Once produced, antibiotics gradually lose their activity. B Bacteria become resistant to antibiotics. C These antibiotics only help against puerperal fever, but not against other diseases. D The need for these antibiotics has been reduced because public health conditions have improved considerably in recent years. SEMMELWEIS’ DIARY SCORING 6 ™ QUESTION INTENT: Process: Demonstrating knowledge and understanding Theme: Biodiversity Area: Science in life and health Full credit Code 1: B. Bacteria become resistant to antibiotics. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 28  CLIMATE CHANGE CLIMATE CHANGE TEXT 1 Read the following information and answer the questions which follow. WHAT HUMAN ACTIVITIES CONTRIBUTE TO CLIMATE CHANGE? The burning of coal, oil and natural gas, as well as deforestation and various agricultural and industrial practices, are altering the composition of the atmosphere and contributing to climate change. These human activities have led to increased concentrations of particles and greenhouse gases in the atmosphere. The relative importance of the main contributors to temperature change is shown in Figure 1. Increased concentrations of carbon dioxide and methane have a heating effect. Increased concentrations of particles have a cooling effect in two ways, labelled ‘Particles’ and ‘Particle effects on clouds’. Cooling Relative Importance Heating Carbon dioxide Methane Particles Particle effects on clouds known effect possible effect Figure 1: Relative importance of the main contributors to change in temperature of the atmosphere. Bars extending to the right of the centre line indicate a heating effect. Bars extending to the left of the centre line indicate a cooling effect. The relative effect of ‘Particles’ and ‘Particle effects on clouds’ are quite uncertain: in each case the possible effect is somewhere in the range shown by the light grey bar. PISA_RelItems_Sc_All 29  S210Q01- 0 1 2 8 9 Question 1: CLIMATE CHANGE Use the information in Figure 1 to develop an argument in support of reducing the emission of carbon dioxide from the human activities mentioned.......................................................................................................................................................................................................................................................................................................................................................................................................... CLIMATE CHANGE SCORING 1 ™ QUESTION INTENT: Process: Communicating Theme: The Earth and its place in the universe Area: Science in Earth and environment Full credit Code 2: Carbon dioxide is the main factor causing an increase in atmospheric temperature/causing climatic change, so reducing the amount emitted will have the greatest effect in reducing the impact of human activities. Partial credit Code 1: Carbon dioxide is causing an increase in atmospheric temperature/causing climatic change. No credit ™ Code 0: Other responses, including that an increase in temperature will have a bad effect on the Earth. ™ Code 8: Off task. Code 9: Missing. Example responses Code 2: The emission of CO2 causes significant heating to the atmosphere and therefore should be lessened. [Note: The term “significant” can be considered as equivalent to “most”. ] According to figure 1 reduction in the emission of carbon dioxide is necessary because it considerably heats the earth. [Note: The term “considerable” can be considered as equivalent to “most”.] Code 1: The burning of fossil fuel such as oil, gas and coal are contributing to the build up of gases in the atmosphere, one of which is carbon dioxide (CO2). This gas affects the temperature of the earth which increases causing a greenhouse effect. Code 0: The way that humans could help control carbon dioxide levels to drop would be by not driving a car, don’t burn coal and don’t chop down forests. [Note: No consideration given to the effect of carbon dioxide on temperature.] PISA_RelItems_Sc_All 30  FLIES FLIES TEXT 1 Read the following information and answer the questions which follow. FLIES A farmer was working with dairy cattle at an agricultural experiment station. The population of flies in the barn where the cattle lived was so large that the animals’ health was affected. So the farmer sprayed the barn and the cattle with a solution of insecticide A. The insecticide killed nearly all the flies. Some time later, however, the number of flies was again large. The farmer again sprayed with the insecticide. The result was similar to that of the first spraying. Most, but not all, of the flies were killed. Again, within a short time the population of flies increased, and they were again sprayed with the insecticide. This sequence of events was repeated five times: then it became apparent that insecticide A was becoming less and less effective in killing the flies. The farmer noted that one large batch of the insecticide solution had been made and used in all the sprayings. Therefore he suggested the possibility that the insecticide solution decomposed with age. S212Q01- 0 1 2 3 4 5 8 9 Question 1: FLIES The farmer’s suggestion is that the insecticide decomposed with age. Briefly explain how this suggestion could be tested.......................................................................................................................................................................................................................................................................................................................................................................................................... FLIES SCORING 1 ™ QUESTION INTENT: Process: Identifying evidence Theme: Chemical and physical changes Area: Science in life and health Full credit ™ Code 5: Applies to answers in which three variables (type of flies, age of insecticide, and exposure) are controlled eg. Compare the results from a new batch of the insecticide with results from the old batch on two groups of flies of the same species that have not been previously exposed to the insecticide. Partial credit Code 4: Applies to answers in which two of the three variables (type of flies, age of insecticide, and exposure) are controlled eg. Compare the results from a PISA_RelItems_Sc_All 31  new batch of the insecticide with the results from the old batch on the flies in the barn. Code 3: Applies to answers in which one variable only of three variables (type of flies, age of insecticide, and exposure) is controlled eg. (Chemically) analyse samples of the insecticide at regular intervals to see if it changes over time. Code 2: Spray the flies with a new batch of insecticide, but without mentioning comparison with old batch. Code 1: (Chemically) analyse samples of the insecticide but without mentioning comparison of analyses over time. Note: Code 1 if sending samples of the insecticide to a laboratory is mentioned. No credit Code 0: Other responses. Code 8: Off task. Code 9: Missing. Example responses Code 5: Some flies could be taken. If they would both be put in a separate box you could use a new spray and an older spray and see what the results are. [Note: Although the same species is not mentioned, it is implied that the flies are the same type, and that the flies have not been previously exposed.] Make one big batch of spray. Have 2 groups of flies and spray each group every six months. Spray groups one with the big batch, and group 2 a new batch each time. [Note: Although the same species is not mentioned, it is implied that the flies are the same type, and that the flies have not been previously exposed.] Code 4: Try a new bottle of it, then wait till it gets a bit older and the flies come back and then try again. [Note: Reproduction of what the farmer experienced, controlling the age of the insecticide and type of flies (“the flies” is interpreted to mean the same flies).] Code 3: Take batches of the insecticide to a laboratory every few months and have its strength tested. Code 2: Do the same thing but buy new insecticide each time, hence proving if his theory is right or wrong. Code 1: Maybe if he sent a fresh batch of the poison to the lab with a batch of the old stuff and get them retested the results may prove his theory. Code 0: He could test it every year to see if it is not old and would still work. [Note: Does not indicate how the insecticide would be tested.] Get a fly from his shed and another shed and spray them each with the insecticide. PISA_RelItems_Sc_All 32  S212Q02- 0 1 2 8 9 Question 2: FLIES The farmer’s suggestion is that the insecticide decomposed with age. Give two alternative explanations as to why “insecticide A was becoming less and less effective …” Explanation 1:............................................................................................................................................................................................................................................... Explanation 2:............................................................................................................................................................................................................................................... FLIES SCORING 2 ™ QUESTION INTENT: Process: Recognising questions Theme: a. Physiological change b. Chemical/physical changes Area: Science in life and health Full credit Code 2: Gives as one explanation a) that flies with resistance to the insecticide survive and pass on that resistance to later generations (also credit for “immunity” although it is recognised that it is not strictly analogous to “resistance”), as well as one of these b): a change in the environmental conditions (such as temperature), or a change in the way the insecticide was applied. Partial credit Code 1: Gives one explanation: type a) example or one example from b). Do not code 2 for two type b) examples. No credit Code 0: Other responses, including new flies moving to the barn from nearby (unsprayed) areas. Code 8: Off task. Code 9: Missing. Example responses Code 2: Explanation 1: With the repeated use of the same insecticide the flies were becoming immune to the formula. Explanation 2: Over time chemicals in the insecticide rose to the top of spray can leaving water diluted (ineffective) at the bottom. [Note: Immunity is allowed as alternative to resistance.] Explanation 1: The flies were becoming immune to the spray. PISA_RelItems_Sc_All 33  Explanation 2: Heat may make it decompose and temperature change. Explanation 1: Maybe the flies developed a defence gene so the insecticide would not work. Explanation 2: He (the farmer) used less each time. [Note: Defence gene is allowed as an alternative to resistance.] Code 1: He might not have sprayed it properly. The flies could have built up an immunity. There were different types of flies each time. [Note: A clear distinction is made between different types of flies in this example; it is not referring to new flies coming into the area.] Explanation 1: The temperature got very hot and affected the insecticide. Explanation 2: the farmer did not spray the insecticide on the flies properly [Note: Two type b) explanations given, credit Code 1 only.] Code 0: The flies could have been breeding. Because everytime he sprayed it it became less and less effective. When there is more of it in the can it is stronger. [Note: A clear relationship between volume and concentration is not given.] PISA_RelItems_Sc_All 34  CLOTHES Read the text and answer the questions that follow. CLOTHES TEXT A team of British scientists is developing “intelligent” clothes that will give disabled children the power of “speech”. Children wearing waistcoats made of a unique electrotextile, linked to a speech synthesiser, will be able to make themselves understood simply by tapping on the touch-sensitive material. The material is made up of normal cloth and an ingenious mesh of carbon-impregnated fibres that can conduct electricity. When pressure is applied to the fabric, the pattern of signals that passes through the conducting fibres is altered and a computer chip can work out where the cloth has been touched. It then can trigger whatever electronic device is attached to it, which could be no bigger than two boxes of matches. “The smart bit is in how we weave the fabric and how we send signals through it – and we can weave it into existing fabric designs so you cannot see it’s in there,” says one of the scientists. Without being damaged, the material can be washed, wrapped around objects or scrunched up. The scientist also claims it can be mass-produced cheaply. Source: Steve Farrer, `Interactive fabric promises a material gift of the garb’, The Australian, 10 August 1998. PISA_RelItems_Sc_All 35  S213Q01 Question 1: CLOTHES Can these claims made in the article be tested through scientific investigation in the laboratory? Circle either “Yes” or “No” for each. The material can be Can the claim be tested through scientific investigation in the laboratory? washed without being damaged. Yes / No wrapped around objects without being Yes / No damaged. scrunched up without being damaged. Yes / No mass-produced cheaply. Yes / No CLOTHES SCORING 1 Full Credit Code 1: Yes, Yes, Yes, No, in that order. No Credit Code 0: Other responses. Code 9: Missing. S213Q02 Question 2: CLOTHES Which piece of laboratory equipment would be among the equipment you would need to check that the fabric is conducting electricity? A Voltmeter B Light box C Micrometer D Sound meter CLOTHES SCORING 2 Full Credit Code 1: A. Voltmeter. No Credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 36  CALF CLONES CALF CLONES TEXT Read the following article about the birth of five calves. In February 1993 a research team of the National Institute for Agricultural Research in Bresson-Villiers (France) succeeded in producing five clones of calves. The production of the clones (animals with the same genetic material, even though born of five different cows), was a complicated process. 5 First the researchers removed about thirty egg cells from a cow (let us say the cow’s name was Blanche 1). The researchers removed the nucleus from each of the egg cells taken from Blanche 1. Then the researchers took an embryo from another cow (let us say Blanche 2). This embryo contained about thirty cells. 10 The researchers separated the ball of cells from Blanche 2 into individual cells. Then they removed the nucleus from each of these individual cells. Each nucleus was injected separately into each of the thirty cells that came from Blanche 1 (cells from which the nuclei had been removed). Finally the thirty injected egg cells were implanted into thirty surrogate cows. 15 Nine months later, five of the surrogate cows gave birth to the calf clones. One of the researchers said that a large scale application of this cloning technique could be financially beneficial for cattle breeders. PISA_RelItems_Sc_All 37  S251Q01- 0 1 8 9 Question 1: CALF CLONES The main idea tested in the French experiments on cows was confirmed by the results. Which main idea could have been tested in the French experiment?...................................................................................................................................................................................................................................................................... CALF CLONES SCORING 1 ™ QUESTION INTENT: Process: Recognising questions Theme: Genetic control Area: Science in life and health Full credit Code 1: Gives an acceptable main idea. The idea of whether cloning of calves is possible. The determination of the number of calf clones that could be produced. No credit ™ Code 0: Gives an answer without mentioning calves or cloning OR repeats “a large scale application of this cloning technique could be financially beneficial for cattle breeders”. ™ Code 8: Off task. Code 9: Missing. Example responses Code 1: That cloning was possible. [Note: The fact that calves/cows have not been mentioned should be disregarded.] Code 0: That all cells of cows are the same. Mass cloning could be achieved. [Note: The word “mass” in this context is not correct.] PISA_RelItems_Sc_All 38  S251Q04 Question 4: CALF CLONES Which of the following statements is/are true? Circle Yes or No for each. Statement: All five calves have the same type of Yes/No genes. All five calves have the same sex. Yes/No The hair of all five calves has the same Yes/No colour. CALF CLONES SCORING 4 ™ QUESTION INTENT: Process: Drawing / evaluating conclusions Theme: Genetic control Area: Science in life and health Full credit Code 1: Yes, Yes, Yes. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 39  OZONE OZONE TEXT Read the following section of an article about the ozone layer. The atmosphere is an ocean of air and a precious natural resource for sustaining life on the Earth. Unfortunately, human activities based on national/personal interests are causing harm to this common resource, notably by depleting the fragile ozone layer, which acts as a protective shield for life on the Earth. 5 Ozone molecules consist of three oxygen atoms, as opposed to oxygen molecules which consist of two oxygen atoms. Ozone molecules are exceedingly rare: fewer than ten in every million molecules of air. However, for nearly a billion years, their presence in the atmosphere has played a vital role in safeguarding life on Earth. Depending on where it is located, ozone can either protect or harm life on Earth. The 10 ozone in the troposphere (up to 10 kilometres above the Earth’s surface) is “bad” ozone which can damage lung tissues and plants. But about 90 percent of ozone found in the stratosphere (between 10 and 40 kilometres above the Earth’s surface) is “good” ozone which plays a beneficial role by absorbing dangerous ultraviolet (UV- B) radiation from the Sun. 15 Without this beneficial ozone layer, humans would be more susceptible to certain diseases due to the increased incidence of ultra-violet rays from the Sun. In the last decades the amount of ozone has decreased. In 1974 it was hypothesised that chlorofluorocarbons (CFCs) could be a cause for this. Until 1987, scientific assessment of the cause-effect relationship was not convincing enough to implicate 20 CFCs. However, in September 1987, diplomats from around the world met in Montreal (Canada) and agreed to set sharp limits to the use of CFCs. PISA_RelItems_Sc_All 40  S253Q01- 01 11 12 13 21 22 23 31 99 Question 1: OZONE In the text above nothing is mentioned about the way ozone is formed in the atmosphere. In fact each day some ozone is formed and some other ozone disappears. The way ozone is formed is illustrated in the following comic strip. Suppose you have an uncle who tries to understand the meaning of this strip. However, he did not get any science education at school and he doesn’t understand what the author of the strip is explaining. He knows that there are no little fellows in the atmosphere but he wonders what those little fellows in the strip stand for, what those strange notations O2 and O3 mean and which processes the strip represents. He asks you to explain the strip. Assume that your uncle knows: that O is the symbol for oxygen; what atoms and molecules are. Write an explanation of the comic strip for your uncle. In your explanation, use the words atoms and molecules in the way they are used in lines 5 and 6................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... OZONE SCORING 1 ™ QUESTION INTENT: Process: Communicating Theme: Chemical and physical changes Area: Science in Earth and environment Full credit Code 31: Gives an answer in which the following three aspects are mentioned: First aspect: an oxygen molecule or some oxygen molecules (each consisting of two oxygen atoms) are split into oxygen atoms (picture 1). PISA_RelItems_Sc_All 41  Second aspect: the splitting (of oxygen molecules) takes place under the influence of sunlight (picture 1). Third aspect: the oxygen atoms combine with other oxygen molecules to form ozone molecules (pictures 2 and 3). Remarks on each of the three aspects: First aspect: ¾ The splitting should be described using the correct words (see lines 5 and 6) for O (atom or atoms) and O2 (molecule or molecules). ¾ If O and/or O2 have been described only as “particles” or “small parts” no credit should be given for this aspect. Second aspect: ¾ The Sun’s influence should be related to the splitting of O2 (an oxygen molecule or oxygen molecules). ¾ If the Sun’s influence is related to the forming of an ozone molecule from an oxygen atom and an oxygen molecule (pictures 2 and 3) no credit should be given for this second aspect. Note: Aspects 1 and 2 may typically be given in the one sentence. Third aspect: ¾ This aspect should be given credit (one point) if the answer contains any description of an O combining with an O2. If the formation of O3 is described as combining of (three, separate) O atoms this third aspect should not be given credit. ¾ If O3 is not described as a molecule or molecules but for example as “a group of atoms” this can be tolerated for the third aspect. Examples of Code 31: When the sun shines on the O2 molecule the two atoms separate. The two O atoms look for other O2 molecules to join with. When the O1 and O2 join they form O3 which is ozone. The strip illustrates the formation of ozone. If an oxygen molecule is affected by the sun, it breaks into two separate atoms. These separate atoms, O, float around looking for a molecule to link up to; they line up to existing O2 molecules and form an O3 molecule, as three atoms are now joined together; O3 forms Ozone. The little guys are O, or oxygen atoms. When two are joined they make O2 or oxygen molecules. The Sun causes this to decompose into Oxygen again. The O2 atoms then bond with an O2 molecule creating O3 which is ozone. [Note: The answer can be regarded as correct. There is only a slip of the pen (“O2 atoms” after having mentioned “oxygen atoms” previously).] Partial credit Code 21: First and second aspects only correct. The sun decomposes the oxygen molecules into single atoms. The atoms fuse into groups. The atoms form groups of 3 atoms together. PISA_RelItems_Sc_All 42 Code 22: First and third aspects only correct. Each of the little fellows stand for one atom of oxygen. O is one oxygen atom, O2 is an oxygen molecule and O3 is a group of atoms all joined together. The processes shown are one pair of oxygen atoms (O2) getting split and then each joining with 2 other pairs forming two groups of 3 (O3). The little fellows are oxygen atoms. O2 means one oxygen molecule (like a pair of little fellows holding hands) and O3 means three oxygen atoms. The two oxygen atoms of one pair break apart and one joins each of the other pairs and out of the three pairs, two sets of three oxygen molecules (O3) are formed. Code 23: Second and third aspects only correct. The oxygen is broken up by the sun’s radiation. It splits in half. The two sides go and join other oxygen “particles” forming ozone. Most of the time in pure oxygen (O2) environments oxygen comes in pairs of 2 so there are 3 pairs of 2. 1 pair is getting too hot and they fly apart going into another pair making O3 instead of O2. [Note: Although “one pair is getting too hot” is not a very good description for the sun’s influence, credit for the second aspect should be given; the third aspect can also be regarded as correct.] Code 11: First aspect only correct. Oxygen molecules are breaking down. They form O atoms. And sometimes there are ozone molecules. The ozone layer remains the same because new molecules are formed and others die. Code 12: Second aspect only correct. O represents an oxygen molecule, O2 = oxygen, O3 = ozone. Sometimes both oxygen molecules, joining each other, are separated by the sun. The single molecules join another pair and form ozone (O3). Code 13: Third aspect only correct. The ‘O’ (oxygen) molecules are forced to bond with O2 (2 x oxygen molecules) to form O3 (3 x oxygen molecules), by the heat of the Sun. [Note: The underlined part of the answer shows the third aspect. No credit can be given for the second aspect, because the Sun is not involved in the formation of ozone from O + O2 but only in breaking down bonds in O2.] No credit Code 01: None of the three aspects correct. The sun (ultraviolet rays) burns the ozone layer and at the same time is destroying it as well. Those little men are the ozone layers and they run away from the sun because it is so hot. [Note: No point can be awarded, not even for mentioning something about the Sun’s influence.] The sun is burning the ozone in the first boxes. In the second boxes they are running away with tears in their eyes and in the third box they are cuddling each other with tears in their eyes. Well uncle Herb it’s simple. ‘O’ is one oxygen particle, the numbers next to ‘O’ increases the amounts of particles in the group. Code 99: Missing. PISA_RelItems_Sc_All 43  S253Q02 Question 2: OZONE Ozone is also formed during thunderstorms. It causes the typical smell after such a storm. In lines 9–13 the author of the text distinguishes between “bad ozone” and “good ozone”. In terms of the article, is the ozone that is formed during thunderstorms “bad ozone” or “good ozone”? Choose the answer and the explanation that is supported by the text. Bad ozone or Explanation good ozone? A Bad It is formed during bad weather. B Bad It is formed in the troposphere. C Good It is formed in the stratosphere. D Good It smells good. OZONE SCORING 2 ™ QUESTION INTENT: Process: Drawing/evaluating conclusions Theme: Atmospheric change Area: Science in Earth and environment Full credit Code 1: B. Bad. It is formed in the troposphere. No credit Code 0: Other responses. Code 9: Missing. S253Q05- 0 1 9 Question 5: OZONE Lines 14 and 15 state: “Without this beneficial ozone layer, humans would be more susceptible to certain diseases due to the increased incidence of ultra-violet rays from the Sun.” Name one of these specific diseases.................................................................................................................................... OZONE SCORING 5 ™ QUESTION INTENT: Process: Demonstrating knowledge and understanding Theme: Physiological change Area: Science in life and health Code 1: Refers to skin cancer or other sun-related disease Skin cancer. PISA_RelItems_Sc_All 44  Melonoma [Note: This answer can be regarded as correct, despite the fact it has a spelling mistake.] Cataracts. No credit Code 0: Refers to other specific type of cancer. Lung cancer. OR: Refers only to cancer Cancer. OR: Other responses. Code 9: Missing. S270Q03 Question 3: OZONE At the end of the text, an international meeting in Montreal is mentioned. At that meeting lots of questions in relation to the possible depletion of the ozone layer were discussed. Two of those questions are shown in the table below. Can the questions listed below be answered by scientific research? Circle either Yes or No for each. Question: Answerable by scientific research? Should the scientific uncertainties about the influence of Yes / No CFCs on the ozone layer be a reason for governments to take no action? What would the concentration of CFCs be in the atmosphere Yes / No in the year 2002 if the release of CFCs into the atmosphere takes place at the same rate as it does now? OZONE SCORING 3 ™ QUESTION INTENT: Process: Recognising questions Theme: Atmospheric change Area: Science in Earth and environment Full credit Code 1: No and Yes, in that order. No credit Code 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 45  CORN Consider the following newspaper report. DUTCHMAN USES CORN AS FUEL Auke Ferwerda’s stove contains a few logs burning quietly with low flames. From a paper bag next to the stove he takes a handful of corn and puts it onto the flames. Immediately the fire flares up brightly. “Look here,” Ferwerda says, “The window of the stove stays clean and transparent. Combustion is complete.” Ferwerda talks about the fact that corn can be used as fuel as well as cattle food. As far as he is concerned, this is the future. Ferwerda points out that corn, in the dioxide is regarded as the main cause form of cattle food, is in fact a type of of the increase of the Greenhouse fuel too. Cows eat corn to get energy effect. The increase of the out of it. But, Ferwerda explains, the Greenhouse effect is said to be the sale of corn for fuel instead of for cattle cause of the increasing average food might be much more profitable for temperature of the Earth’s farmers. atmosphere. Ferwerda has become convinced that, In Ferwerda’s view, however, there is in the long run, corn will be widely nothing wrong with carbon dioxide. On used as fuel. He imagines what it will the contrary, he argues, plants absorb be like harvesting, storing, drying and it and convert it into oxygen for human packing the grains in bags for sale. beings. Ferwerda is currently investigating However, Ferwerda’s plans may clash whether the whole corn plant could be with those of the government, which is used as fuel, but this research has not actually trying to reduce the emission been completed yet. of carbon dioxide. Ferwerda says, “There are many scientists who say What Ferwerda also needs to consider that carbon dioxide is not the main is the amount of attention being cause of the Greenhouse effect.” focused on carbon dioxide. Carbon PISA_RelItems_Sc_All 46  S307Q02 Question 2: CORN Ferwerda compares corn used as fuel to corn used as food. The first column of the table below contains a list of things that happen when corn burns. Do these things also happen when corn works as a fuel in an animal body? Circle Yes or No for each. Does this also happen when corn works as a When corn burns: fuel in an animal body? Oxygen is consumed. Yes / No Carbon dioxide is produced. Yes / No Energy is produced. Yes / No CORN SCORING 2 Full credit Code 1: Yes, Yes, Yes. No credit Code 0: Other responses. Code 9: Missing. S307Q05 - 0 1 9 Question 5: CORN In the article a conversion of carbon dioxide is described: “…plants absorb it and convert it into oxygen …”. There are more substances involved in this conversion than carbon dioxide and oxygen only. The conversion can be represented in the following way: carbon dioxide + water → oxygen + Write in the box the name of the missing substance. CORN SCORING 5 Full credit Code 1: One of the following names: glucose PISA_RelItems_Sc_All 47  sugar(s) carbohydrate(s) saccharide(s) starch No credit Code 0: Other responses. Code 9: Missing. S307Q07 Question 7: CORN At the end of the article Ferwerda refers to scientists who say that carbon dioxide is not the main cause of the Greenhouse effect. Karin finds the following table showing the relative Greenhouse effect caused by four gases: Relative Greenhouse effect per molecule of gas Carbon dioxide Methane Nitrous oxide Chlorofluorocarbons 1 30 160 17 000 From this table Karin cannot conclude which gas is the main cause of the increase of the Greenhouse effect. The data in the table need to be combined with other data for Karin to conclude which gas is the main cause of the increase of the Greenhouse effect. Which other data does Karin need to collect? A Data about the origin of the four gases. B Data about the absorption of the four gases by plants. C Data about the size of each of the four types of molecules. D Data about the amounts of each of the four gases in the atmosphere. CORN SCORING 7 Full credit Score 1: D. Data about the amounts of each of the four gases in the atmosphere. No credit Score 0: Other responses. Code 9: Missing. PISA_RelItems_Sc_All 48  FIT FOR DRINKING Water Source (Reservoir or Lake) Water in the tap (1) Grating (2) Settling pond (3) Filter (4) Chlorine is (5) Water added quality is tested The figure above shows how water supplied to houses in cities is made fit for drinking. S409Q01 – 01 02 03 11 12 13 99 Question 1: FIT FOR DRINKING It is important to have a source of good drinking water. Water found underground is referred to as ground water. Give one reason why there is less bacteria and particle pollution in ground water than in water from surface sources such as lakes and rivers....................................................................................................................................................................................................................................................................... PISA_RelItems_Sc_All 49 FIT FOR DRINKING SCORING 1 Full credit Code 11: Responses referring to ground water being filtered through the ground. When it goes through sand and dust the water is cleaned. It has been naturally filtered. Because when water goes down through the ground it will be strained by rocks and sand. Code 12: Responses referring to the ground water being encapsulated and therefore protected from possible pollution; OR that surface water is more easily polluted. Ground water is inside the earth and therefore air pollution cannot make it dirty. Because ground water isn’t open, it is located under something. Lake and rivers can be polluted by the air and you can swim in it and so on, that’s why it is not clean. Because lakes and rivers are polluted by people and animals. Code 13: Other correct responses. Ground water is water without much food for bacteria so they will not survive there. Ground water is not in the Sun. There is blue-green algae. No credit Code 01: Responses referring to ground water being very clean (information already given). Because it has been cleaned. Because there is rubbish in lakes and rivers. [Note: Does not explain why.] Because there is less bacteria. Code 02: Responses obviously referring to the cleaning process provided in the figure given in the stimulus. Because ground water passes through a filter and chlorine is added. The ground water passes through a filter that cleans it absolutely. Code 03: Other responses. Because it’s always moving. Because it is not stirred and therefore don’t bring mud from the bottom. Code 99: Missing. PISA_RelItems_Sc_All 50  S409Q02 Question 2: FIT FOR DRINKING The cleaning of water often happens in several steps, involving different techniques. The cleaning process shown in the figure involves four steps (numbered 1–4). In the second step, the water is collected in a settling pond. In what way does this step make the water cleaner? A The bacteria in the water die. B Oxygen is added to the water. C Gravel and sand sink to the bottom. D Toxic substances are broken down. FIT FOR DRINKING SCORING 2 Full credit Code 1: C. Gravel and sand sink to the bottom. No credit Code 0: Other responses. Code 9: Missing. S409Q04 – 0 1 9 Question 4: FIT FOR DRINKING In the fourth step of the cleaning process, chlorine is added to the water. Why is chlorine added to the water?...................................................................................................................................................................................................................................................................... FIT FOR DRINKING SCORING 4 Full credit Code 1: Responses referring to removing, killing or breaking down bacteria (or microbes or viruses or germs). To make it free from bacteria. Chlorine kills bacteria. To kill all the algae. No credit Code 0: Other responses. The water gets less acid and there will be no algae. It is like fluoride. PISA_RelItems_Sc_All 51  To clean out the water a bit more and kill the left over things. [Note: “Things” is not specific enough.] To keep it clean and drinkable. Code 9: Missing. S409Q06 – 01 02 11 12 99 Question 6: FIT FOR DRINKING Suppose that the scientists involved in the testing of water at the water plant discover that there are some dangerous bacteria in the water after the cleaning process is completed. What should people at home do with this water before drinking it?...................................................................................................................................................................................................................................................................... FIT FOR DRINKING SCORING 6 Full credit Code 11: Responses that refer to boiling the water. Boil it. Code 12: Responses that refer to other methods of cleaning that are possible to do safely at home. Treat the water with chlorine tablets (e.g., Puratabs). Use a micropore filter. No credit Code 01: Responses that refer to “professional” methods of cleaning that are impossible to carry out safely at home, or impractical to carry out at home. Mix it with chloride in a bucket and then drink it. More chloride, chemicals and biological devices. Distil the water. Code 02: Other responses. Purify it again. Use a coffee filter. Buy bottled water until the cleaning process is fixed. [Note: Avoids the question being asked.] Code 99: Missing. PISA_RelItems_Sc_All 52  S409Q07 Question 7: FIT FOR DRINKING Can drinking polluted water cause the following health problems? Circle “Yes” or “No” in each case. Can drinking polluted water Yes or No? cause this health problem? Diabetes Yes / No Diarrhoea Yes / No HIV / AIDS Yes / No FIT FOR DRINKING SCORING 7 Full credit Code 1: All three correct: No, Yes, No, in that order. No credit Code 0: Other responses. Code 9: Missing. S409Q10N Question 10N: FIT FOR DRINKING How much interest do you have in the following information? Tick only one box in each row. High Medium Low No Interest Interest Interest Interest a) Knowing how water is tested for bacterial contamination 1 2 3 4 b) Learning more about the chemical treatment of water supplies 1 2 3 4 c) Learning which diseases are transmitted in drinking water 1 2 3 4 PISA_RelItems_Sc_All 53  TOOTH DECAY Bacteria that live in our mouths cause dental caries (tooth decay). Caries has been a problem since the 1700s when sugar beca